Sentence examples for practices of educators from inspiring English sources

Exact(2)

That being said, exercising this right is largely contingent on the policies and practices of educators; a history of educational disparities between provinces and outdated curriculum leave much room for improvement.

In this context, this work presents the practices of educators and the perceptions of visually impaired learners regarding such inclusion.

Similar(58)

Indeed, recent research on change in STEM undergraduate education shows that changing the practices of STEM educators requires not only dissemination of curricula and techniques (like Bloom's) but also attention to educators' beliefs about teaching and learning (Henderson, 2005; Henderson et al., 2011).

Six inter-related volumes, each covering one of these six learning areas, were published in 2013 to guide the practices of preschool educators and providers.

He has given countless speeches: to British businessmen, on their poor business practices; to educators, on the folly of omitting Shakespeare from the national curriculum; to architects, on the horridness of tall modern buildings; and so on.

A further limitation of this study was that the teaching practice of clinical educators was surveyed only from the perspective of consultant educators.

For example, securing faculty status may enhance the visibility of NPHCPs as medical educators at the level of the training institution, enable improved access to PD opportunities to enhance teaching, as well as engage NPHCPs in an establish community of practice of medical educators in primary care.

We conducted a survey using questionnaires aimed at identifying the practice and perceptions of educators and visually impaired learners regarding their inclusion in computing education programs.

This quasi-experimental study examined the impact that training in critical multicultural education had on the multicultural attitudes, awareness, and practices of 37 nurse educators.

The difficulties with recruitment in Manchester, accompanied by problems with Ethics Committee approvals and delays in utilising lay educators newly acquired skills, led to a situation where there was drop out of educators, practices and nurses and full equivalence of intervention was intimated if not quite proven.

These critiques should not be read as arguments against the benefits of higher qualifications for the quality of educators' practice.

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