Sentence examples for teachers domain from inspiring English sources

Evo-devo concepts, especially the conservation of HOX genes and regulatory networks across phyla, now appear in the evolution sections of high school textbooks (e.g., Miller and Levine, 2008), introductory biology courses (Sadava et al., 2010), and websites that archive teaching materials (Platt, 2009; Teachers' Domain, 2012; Understanding Evolution, 2012a,b,c,d,e).

This diversity poses great challenges to standardized assessment of teachers' domain-specific knowledge.

Research concerning OTL effects on the development of teachers' domain-specific knowledge (CK and PCK) is currently growing but still scarce (Cochran-Smith 2005; Kleickmann et al. 2013).

Current studies provide evidence that teachers' domain-related knowledge significantly affects teaching quality, and – subsequently – student achievement (Hattie 2009; Hill et al. 2005).

Various studies provide evidence for the relevance of teachers' domain-specific professional knowledge, namely their content knowledge (CK) and pedagogical content knowledge (PCK) (Baumert et al. 2010; Hill et al. 2005).

A map prepared by teachers or domain experts are called "goal map," and a map built by a learner is called "learner map".

The concept map should be prepared beforehand by a teacher or domain expert.

In the social domain, teachers were found to provide clarity and support, stimulation and application-orientation irrespective of their reported enjoyment levels.

It is very difficult to monitor education, and this program narrows the focus of teachers in a domain that requires cooperation, innovation, broad thinking, high ethical standards and, we would hope, intrinsic motivation".

It seems reasonable to formulate the hypothesis that there may be other factors, related to students characteristics, which underlie and drive the different levels of needs across groups of teachers in the domain of students behaviour and classroom management.

Positive values of the difference indicate that, in a given domain, teachers of vocational subjects (Group C) declare higher needs for professional development in Italy than in the benchmark country.