Sentence examples for type of instructor from inspiring English sources

Do you consider yourself to be the type of instructor who wants to decrease a child's self-esteem?

This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach.

Thus, this study is designed to identify factors unique to each type of instructor, versus the type of classes they teach, by collecting data on undergraduate student perception of each type of instructor in each of two classroom situations (laboratory and discussion).

Although professors and GTAs may teach similar content and students, they often teach different types of classes, which could confound the identification of variables specific to each type of instructor.

For example, a professor who is nervous or a GTA who is unapproachable may be perceived more negatively, because they do not adhere to student expectations for that type of instructor.

While this type of Instructor Talk was not detected in the present study, one wonders whether or not the language used in a classroom by instructors could actually be driving differences in the ability to detect an achievement gap in particular science courses (Lauer et al., 2013; Madsen et al., 2013; Eddy and Hogan, 2014).

In addition to identifying potential new categories of Instructor Talk, analysis of additional instructors would allow for correlation studies to begin to identify the types of Instructor Talk most beneficial for minimizing student resistance, enhancing instructor immediacy, and improving student learning for all students.

Students there embark on a three-week course (which costs around $395, not including materials and lodging), hoping to obtain one of three types of instructor certifications: Floral, Wildlife or Landscape. .

Future studies with additional instructors could measure correlations between these types of Instructor Talk and stereotype threat.

Though nearly 70% of class sessions were recorded, it is possible that we missed some critical or unique types of Instructor Talk, especially on exam days.

This initial description of Instructor Talk enables multiple lines of research to investigate the relationships between levels and types of Instructor Talk and a variety of classroom phenomena, such as student resistance, stereotype threat, and the role of instructor immediacy in student learning.