Sentence examples for supervisor students from inspiring English sources

Teachers and supervisor students were waiting outside the entrance to check their hair (for length and style — no perms or dying allowed) and attire (uniform shirts tucked in, skirts at the knee, formal shoes).

Whereas students in the United Kingdom will normally have one supervisor, students in developing countries should have two, with at least one having local knowledge of the country where the research is taking place.

Through reflection on the findings, alone or with the help of a supervisor, students begin to construct an understanding of these clinical experiences.

As a result of the one-to-one relationship with their supervisor, students felt there was room for the GP to monitor their development, to increasingly trust them as professionals and to give them progressively more independence in patient consultations.

They argued for a mixed model for the current New Zealand conditions, which would allow for multiple supervisor student relationships that incorporated learning technology to support the development of research students.

The development of a goal-orientated and accredited fieldwork-education programme that integrates the relevant concepts of clinical education with the roles and responsibilities of the supervisor, student and faculty should be researched.

By mapping out plans with their supervisors, students can learn what is required for different career tracks, including what they need to do to get there.

Much more weight should be given to qualitative measures such as comments from supervisors, students and parents, feedback that indicates whether or not a teacher inspires her pupils, the way that Hamlet inspires me.

Through the use of research-trained and experienced academic supervisors, students receive regular, timely and supportive feedback throughout all stages of their research project.

Identified events were sorted into three groups: 1) supervising situations, 2) what supervisors do (based the observations) and 3) what supervisors, students and patients talk about (based on the interviews).

Perceiving all WBAs as summative and a burden to supervisors, students were reluctant to ask for assessment with feedback, while supervisors claimed that time constraints impeded high quality feedback.