Sentence examples for progress in teaching from inspiring English sources

The test is intended to measure districts' progress in teaching the state's so-called Core Curriculum Standards, adopted in 1996 to raise overall education standards.

In the forty years since PLATO, educational technologists have made progress in teaching parts of the curriculum that can be most easily reduced to routines, but we have made very little progress in expanding the range of what these programs can do.

It is possible that the process was overwhelming and contributed to TAs' feelings of frustration or lack of progress in teaching skills.

A report released in April by the Centers for Disease Control and Prevention found that schools have made little progress in recent years in teaching students about preventing sexually transmitted diseases and unplanned pregnancies.

Schools have made little progress in recent years in teaching students about preventing pregnancy and sexually transmitted infections, including HIV, according to one measure of the teaching of these subjects detailed in a new government report.

The self-confidence survey of tutees revealed remarkable progress in all taught skills, and tutees felt less inhibition when asking questions of tutors rather than of established medical staff.

The purpose of these seminars is to track the pre-service teachers' progress by discussing their problems, successes and challenges in teaching.

Charter leaders say they are able to sustain rapid turnover in teaching staff because they prepare young recruits and coach them as they progress.

The primary goal of this article is to motivate other faculty members to help with the progress in improving teaching methods in BLS training and reactivating BLS education for all university students.

The spokesman added: "Ofsted has cited good progress in the teaching of languages in primary schools which is something the government wants to promote further so that pupils start secondary education with a good grounding in a modern foreign language".

Given that GTAs may be future faculty members at academic institutions, there is also a need to carefully mentor GTAs and provide them with advanced instructional assignments as they progress in their teaching experience (Braxton et al., 1995); however, GTA assignments are typically made to cover departmental needs and not the professional development needs of future faculty members (Austin, 2002).