Sentence examples for of student behaviour from inspiring English sources
Lynn Nicholls, headteacher of Sale high school, said she stood by her decision, which "reflected the school's high standards in terms of student behaviour, welfare and safeguarding.
I think it's fair to say there is a problem here, but the examples of student behaviour recently seen in the press aren't exactly a new phenomenon".
Interpretations of these findings for the monitoring of student behaviour in online learning environments, as well as the implications for the design of assessment and the use of asynchronous tools are discussed in this paper.
All questionnaires described so far resort to self-assessment of student behaviour.
Through these techniques, ClassDojo transforms school discipline into a game in which the datafication of student behaviour is a critical aspect.
In other words, in Italy, needs for professional development in the domain of student behaviour and classroom management were uniformly higher for teachers working in schools with VET programmes than for other teachers.
On behaviour, it added: "Inspection evidence from records of students' behaviour, the racist incident and exclusion logs and discussions with students indicate there are too many instances... where the behaviour of students is poor.
Logit models for: declaring high needs for professional development in the domain of students behaviour and classroom management as a binary outcome variable.
It seems reasonable to formulate the hypothesis that there may be other factors, related to students characteristics, which underlie and drive the different levels of needs across groups of teachers in the domain of students behaviour and classroom management.
These also include the domain of students' behaviour and classroom management, where, In Italy, the level of their needs for professional development was similar to those of teachers of general subjects working in the same schools, but significantly higher than those estimated for teachers of general subjects working in schools without VET programmes.
Descriptive findings reveal that, in Italy, in the domain of students behaviour and classroom management, teachers of vocational subjects declared levels of needs for professional development which were not statistically different from those of other teachers working in the same schools (i.e. schools with VET programmes) (Table 7).
