Sentence examples for patterns of teacher from inspiring English sources

Ashwell experimented on four mentioned patterns of teacher feedback and found that the recommended pattern of content feedback followed by form feedback is not superior to the reversed pattern or to a pattern of mixed form and content feedback.

Since CDAT coding is not to evaluate a teacher's discourse patterns but to describe them, possible interpretations of the results such as distribution of the reasoning components used, the patterns of teacher and student interaction, or the levels of teacher feedback were compared with the ratings of EQUIP and TIR by two former science instructional coaches.

Previous studies among children in kindergarten in Switzerland and the U.K. observed fairly similar patterns of teacher reported bullying and victimization as we did (e.g. bully-victims: 11% and 13%) [ 18, 20].

The results of this study were reported in terms of (1) Teachers' attitudes towards the three bioethical issues, and (2) Patterns of teachers' ethical reasoning.

Hence, to obtain more generalized results, research on ethical reasoning patterns of teachers from different subjects or under different SSI contexts should be conducted.

Concerns about introducing elections to classrooms are misplaced, since research has not found patterns of teachers influencing students' preferences in elections.

Juxtaposing the pattern of teacher professionality emerging in this study with the model of the "restricted-extended" continuum by Hoyle (1974), both restricted and extended features can be seen.

There could be two modes of development pattern of teachers' VNOS.

Second, the findings also demonstrated the following pattern of teachers' participation time in their in-service training: mathrm{AG}ge mathrm{PG}ge mathrm{MG}ge mathrm{CG} (3).

The results of the study show that in the patterns of VET teacher professionality, eight main themes (categories) can be identified: VET teachers' daily duties, teaching process, student population in VET, learning environment of VET schools, communication and cooperation, organisational changes, curricula and the status of VET.

As inferences, the findings first demonstrated the patterns of Chinese teachers' development of VNOS as follows.