Sentence examples for pedagogical relationship from inspiring English sources

But that when it works, the pedagogical relationship is incredibly rewarding.

Rousseau, in a move that is perhaps the foundation of Romanticism, turns the classic pedagogical relationship on its head, and suggests that it is the child who teaches us, not the other way around.

Finally, McGinn's response to the matter has caused prolonged discussion In a series of blog posts with 'context' as a prevailing theme, McGinn tells us that the allegations followed a close pedagogical relationship with the student as part of the ironic and 'taboo-busting' 'Genius Project' which he initiated.

CLIL supplied the basis of the pedagogical relationship in terms of assuring motivation and ensuring students would feel invited to enjoy the class and share material on line, regardless of their English level.

Pedagogical relationships of any kind are inherently unequal and often intimate – "We learn face-to-face" as Bloom puts it here.

Process and outcome quality depend more on the teacher-, fandly- and child-level determinants such as pedagogical practices, relationship quality and greater parental engagement (Dumčius et al. 2014).

Based on the theoretical positions outlined earlier, it is therefore instructive to look at the relationship between pedagogical agent and cognitive load.

Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles.

As predicted, we also found support for H5, the applied path that bypasses the meditational influence of dynamic gestures and predicted a direct relationship between pedagogical language coordinated with directed action and our primary outcome measure of interest, proof-with-insight.

Supervisors also pointed out that individuals differed and that to an extent, personalities and other individual factors, such as work and family commitments, contributed to the way supervisor-supervisee relationships and pedagogical approaches were negotiated.

The court, after rehearsing a number of earlier decisions, observed that "the First Amendment does not require an educator to change the assignment to suit the student's opinion," as long as the assignment has a reasonable relationship "to legitimate pedagogical goals" and as long as the policy of no exemptions was applied evenly and was not a pretext for discrimination.