Sentence examples for teacher dedicated from inspiring English sources

The shadow education secretary, Tristram Hunt, is to promise that every school in England and Wales will have a teacher dedicated to maintaining order.

A beloved teacher, dedicated scholar, and renowned translator, honored widely for his work in European literature and drama, he was also a driving force behind the Martin E. Segal Theatre Center.

"Stephenie was an excellent young teacher, dedicated to the children.

Pursuing such a difficult method instead of giving up under such circumstances is more than a little admirable, and the kids are certainly better off for having a teacher dedicated to his class and subject.

In addition, this section asked teacher participants to rate the emphasis given to evolution education in their college courses, the number of hours the teacher dedicates to the teaching of biological evolution concepts in a single Biology I course section, and self-rating of biological evolution knowledge.

Rather, there is a conflict of identity between "a corporate community of scholars and teachers dedicated to knowledge and scholarship for its own sake" and "a functional institution serving the demands of the state and the economy: training students for particular jobs".

Compared to non-STM teachers, more STM teachers dedicated 8 hours or less in such professional development, and a lower percentage of STM teachers reported 9 16 hours, 17 32 hours, and 33 hours or more.

Table 4 Statistics on full-day class teachers in kindergartens (2008)   Teachers dedicated to full-day classes Teachers undertaking both morning & afternoon classes Instructors Instructors without license Assistant workforce Total No. of persons 792 2604 2155 127 5801 11,479 Percentage 6.9 22.7 18.8 1.1 50.5 100.0 Note.

A majority of kindergartens (67.9%) have teachers dedicated to the afternoon session of the full-day program, but private kindergartens are more likely to have morning-session teachers who also undertake the afternoon sessions, alternately.

Finally, ANOVA was conducted to evaluate the relationship between the mean difference in the number of students' pre- and post-instruction misconceptions and the number of hours their teachers dedicated to teaching evolution in the Biology I course.

Teachers Network was formed with the intent to (1) build a fraternity of reflective teachers dedicated to excellent practice through a network of support, professional exchange and learning; and (2) to serve as a catalyst and support for teacher-initiated development through sharing, collaboration and reflection leading to self-mastery, excellent practice and fulfilment.