When it comes to teacher quality, Multari is acutely aware of the impact a weaker performing instructor can have.
With such insight (e.g., few students attempt to describe the molecule in question as a weak base), an instructor may spend time revisiting what makes an acid or base "weak".
Students lose learning time and, perhaps worse, their interest in school under the weakest and least motivated instructors.
The instructors were the weak link at Georgia, situated in the town of -as Socrates rolls over in his grave -Athens.
All of the student descriptor ratings were significantly associated (moderately or strongly, except strict, which was weak) with undergraduate perceptions of instructor teaching effectiveness, and all (except strict) with perceived student learning.
Kenneth Wong thought he would wash out during training, as instructors began eliminating the "weaker links" after the first six months.
Often, where one instructor was weaker in an aspect, the other was strong.
For the weak and medium groups, the peer-discussion and instructor-explanation modes appeared equally effective, whereas for the strong group, the instructor mode appeared least effective.
Namely, the combination mode was most effective for all three groups of students, except for the weak performers, for whom the gains for the instructor-explanation and combination modes were similar.
Although there were associations among student ratings of their instructors and instructor demographics, these associations were weak, with the exception of university teaching experience and enthusiasm.
