Sentence examples for practice of teachers from inspiring English sources

But of the practice of teachers' grading their students' exams, Dr. Steiner said, "obviously, it's not ideal".

Dr. King, the state commissioner, said the disturbing nature of these records was part of the reason he and other state education officials recently recommended a ban starting next school year on the longstanding practice of teachers' grading their own students' tests and would urge districts to improve monitoring on test days.

This study concerns the design of classroom environments and the impact of these environments on the practice of teachers.

Nevertheless, the practice of teachers privately coaching their own students persists and is strongly reinforced by parents who see immediate, if costly, benefits for their children.

It refers to both learners and teachers, the starting point of ECVET being the learners' learning, but with the professional practice of teachers being crucial in realising its potential.

In a more general way, future research in VET will need to take account of the increasing mobility of learners and their learning, thereby contributing more effectively to working the spaces between policy and practice, the practice of teachers in curriculum and assessment, and the practice of learners in creating their own learning journeys across multiple sites.

Accordingly, it may be said that the model of interactive direct teaching-based constructivist learning (IDTBCL) of education in terms of the practice of teacher-centered active learning or meaningful learning can to be an extremely promising approach.

At the individual level, the attitude of teachers towards diversity can translate into the didactic and pedagogical practices of teachers.

The organizational and psychological antecedents to the professional learning and classroom practices of teachers have recently been examined (Geijsel et al. 2009; Thoonen et al. 2011).

Transformational school leadership aims to help teachers develop themselves, and foster personal commitment to the organizational goals of a school in order to change the practices of teachers and the school (Leithwood et al. 1999; Ross and Gray, 2006).

Formation of teams in an educational setting is therefore not an easy task and altering the practices of teachers is even more difficult (e.g. Crow and Pounder, 2000; Fullan, 2002; Scribner et al. 2007; Somech and Drach-Zahavy, 2007).