Sentence examples for instructional ability from inspiring English sources

While teachers' "concerns about ELL students' academic and behavioral skills may actually be a reflection of their ability to meet ELL students' instructional needs" (Cheatham et al. 2014, p. 54), we see teachers' knowledge acquisition as the starting point for improved instructional ability.

New York Education Commissioner John King has proposed allowing up to 2percentt of the state's students with "severe disabilities ineligible for the alternate assessment" to be tested at their instructional ability -- not their chronological grade year -- up to two full grade levels below a student's current grade level.

The New York State Board of Regents voted to support a proposal that would ultimately enable the state to test up to 2percentt of students with "severe disabilities ineligible for the alternate assessment" at their instructional ability -- and not their chronological age level -- up to two grade levels down.

GTAs want preparation and guidance throughout their teaching experiences to improve not only their instructional ability but also their overall teaching experience (Bond-Robinson and Rodriques, 2006).

It examines the teacher's instructional abilities, as measured by frequent observations by principals and other instructional managers.

The system also examines the teachers' instructional abilities, judged by frequent observations by principals and other managers.

Finally, this ability to plan was not limited to the paper: teachers increased their in-class instructional abilities as can be seen in the classroom observation results.

Accordingly, introductory science instructors are an important component in fostering student retention and learning in the sciences and the instructional abilities of faculty and GTAs should be fostered and developed by their institutions.

Weak associations were identified between instructor demographics and student ratings, suggesting that the age, gender, or teaching experience of an instructor may not impact student ratings as much as individual instructional abilities.

To enhance instructional abilities of GTAs, for instance, institutions or departments could help GTAs identify their strengths and weaknesses based on the descriptors of this study and use these results to form groups of GTAs who already have, or need to develop, particular instructional capacities.

Bos et al. (1980) suggested caution when comparing different studies regarding GTA instructional abilities with ones for ranked faculty members; our study has addressed this concern through comparison of GTAs and professors in the same study using the same sample population and instruments.