Sentence examples for teacher access from inspiring English sources

Exact(1)

However, the increasing level of global activities, the interactive nature of the Internet, and the global desire to share educational resources will surely be positive forces in improving the quality of available resources, thus facilitating teacher access and adaptation of engineering content in the PreK-12 engineering relevant education in schools.

Similar(59)

However, the teacher accessed the environment after the classroom lecture finished.

An important element of the Bush administration's education budget would support an effort under way to improve teachers' access to and familiarity with reading research.

"A Conservative government will give every child the kind of education that is currently only available to the well-off: safe classrooms, talented and specialist teachers, access to the best curriculum and exams, and smaller schools where teachers know the children's names," Gove said.

Thus, using TTMC items affords teachers access to results of this literature for uncovering students' pre-instructional understanding and reasoning about the phenomena or concepts.

Neglecting to address these problems compromises foreign language teachers' access to social capital, which in turn plays a vital role in teacher retention, as well as their professional growth.

In the classroom, we are seeing transformative innovations being deployed by way of edtech apps that give teachers access to valuable real-time data and insight into the classroom.

Citelighter then gives teachers access to a view of their entire classroom's "Cognitive Prints" set, enabling them to see how each of their students are performing or getting on at any particular time.

Classroom, which is now available in 42 languages, gives teachers access to a content management system that allows them to post updates and homework assignments, add and remove students from their classes, and provide them with feedback (including grades).

The idea is to give teachers access to important insight on stuff like class dynamics and learning trends, which they can then combine with assessment data, to improve their instruction or adapt to the way individual students learn.

By gaining an in-depth understanding of the needs and wants of teachers in the context of their work, we hope to build a collection of learning objects and a domain ontology applied to the collection to improve teachers' access to the cultural heritage materials and to facilitate their actual use in the classroom.

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