Sentence examples for systematic teacher from inspiring English sources

October 21, 1736 Philadelphia, Pennsylvania July 11 , 1808Philadelphia, Pennsylvania William Shippen, Jr., (born Oct. 21, 1736, Philadelphia, Pa .[U.S.] died July 11 , 1808 Philadelphia) first systematic teacher of anatomy, surgery, and obstetrics in the United States.

However, there has been a lack of systematic training for teachers in these areas (only 1% of the teachers in charge of these courses hold graduate studies in the field).

And such is the frenzy of the current chase that parts of the press want to transform an already shocking tale of "ordinary", widespread, often systematic abuse by teachers, social workers and relatives, given spurious authority by the appalling Paedophile Information Exchange, into a celebrity trophy hunt.

Opportunities for systematic implementations of teacher-driven lean thinking and continuous quality improvement methods may be of particular interest and value.

The laissez-faire attitude previously adopted for the sector has transformed into a systematic approach towards regulating teacher and leadership requirements, promoting and sustaining center-level quality standards, and directing the development and delivery of a good quality and appropriate curriculum and program.

By contrast, except for a study from Shanghai, China [ 13], almost all studies, including ours, found no systematic age difference for teacher ratings [ 16, 23, 36, 38].

Commenting on the research, she said: "When putting in the mastery Singaporean approach, it is necessary to provide quite systematic training for the teachers.

Indeed, the participants explained that they have been making efforts to introduce significant systematic changes into the teacher-education system to enhance the quality of pre-service and in-service programs.

Andreas Schleicher, who led the TALIS 2013 study, used the survey results to call on American schools to provide teachers with "systematic opportunities" to learn from each other and their leaders.

In conclusion, participant loss in the ALSPAC cohort was systematic, with children with teacher-reported disruptive behaviour disorder being more frequently lost to follow-up.

Materials from teachers were course records and documents; plan of learning objectives, course schedules, teachers' schedules and assessment guides; teachers' protocols from systematic evaluations after each course and weekly protocols from course team meetings.