Example sentences of "[prep] teachers ' [noun] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | The index linking of teachers ' pensions is actually that 's actually met by the government and not the teachers ' superannuation fund . |
| 2 | It seems that it is impossible — or should be impossible — to discuss any aspect of teachers ' pay , however technical , without relating it to the quality of teachers ' performance and teaching methods . |
| 3 | I commend the Government 's handling of the pay review body and their general approach of marrying this policy , which will lead to higher pay for teachers , with a determined critique of the elements of teachers ' performance which need to be discussed and openly and rigorously criticised . |
| 4 | A worrying indicator of teachers ' sense of helplessness in dealing with such problems is found too in Kloska and Ramasut 's study . |
| 5 | Headmaster John Cox , chairman of the National Union of Teachers ' education committee , agreed . |
| 6 | When the publication of HMI reports on university departments of education was discussed ( as part of the approval mechanism for teacher training courses of the Council for the Accreditation of Teachers ' Education , CATE ) there was initial resistance . |
| 7 | weakening of teachers ' attachment to particular subject specialisms , development of subject competence across a wider range of the curriculum , and development and dissemination of awareness of the similarities in learning objectives and pedagogical approach between different subjects — in short , the easing of subject loyalties and demystification of subject differences ; |
| 8 | Bilingual children offer opportunities to explore language in a novel context , and a study of the different ways in which different languages convey and produce meanings should feature as an element of teachers ' schemes of work , wherever this is practicable . |
| 9 | The extent of teachers ' involvement in the review and the extent to which they see the scheme as a professional threat has no significant effect on the attitudes measured by this factor . |
| 10 | an analysis of Teachers ' reports on their use of IT in the classroom |
| 11 | These are some of the characterizations that one will find both on and below the surface of teachers ' lives . |
| 12 | Once we recognize how far classroom competence has its roots in status and recognition , how closely the different elements of teachers ' lives are tied together in a coherent structure of meaning and motivation , then the policy implications lead us not to personality-based initiatives or more careful selection , compulsory redundancy to remove ‘ incompetents ’ from the profession , or redeployment and encouraging early retirement , but to strategies which will improve the levels of reward and recognition in the system in terms of pay , planning time , in-service opportunity and the like , and in terms of positive ( not punitive ) systems of staff support and development . |
| 13 | In addition , the study will inform our understanding of teachers ' reactions to multiple innovation . |
| 14 | As I have already suggested , transmission styles are much more widespread than this , though : so familiar a part of teachers ' experience , in fact , that their practice quickly becomes a matter of habit and routine , of taken-for-granted competence , not strategic choice . |
| 15 | Ending of teachers ' strike |
| 16 | These two easily ( or too easily ) targeted objectives of personality and performance are given much more extensive treatment than the more politically contentious issues of professional status and recognition , and the basic conditions of teachers ' work . |
| 17 | Table 16.1 A summary of teachers ' perceptions of perfection , normality and deviance |
| 18 | This transformation of teachers ' experiences is the key factor establishing the concept of partnership through direct experience . |
| 19 | Changed and changing perceptions of teachers ' experiences in United Kingdom classrooms in the past two decades . |
| 20 | We were also impressed with the raising of teachers ' awareness through visits to library suppliers and book exhibitions and the replacement of " buying blind " through catalogues with a system of actually browsing and handling the available alternatives before making a choice . |
| 21 | With our new spirit of centralization , both as an interim in the matter of teachers ' pay and conditions , and in that of the curriculum , and the more general removal of powers from Local Authorities , it may well be that we are imperceptibly going down the French road . |
| 22 | We wish those who worked on the interim advisory committee well and we look forward to the next phase in the determination of teachers ' pay which is the work of the pay review body under the chairmanship of Sir Graham Day . |
| 23 | It seems that it is impossible — or should be impossible — to discuss any aspect of teachers ' pay , however technical , without relating it to the quality of teachers ' performance and teaching methods . |
| 24 | Substantial elements of teachers ' pay and conditions will be subject to local determination , at the levels of the LEA and the school . |
| 25 | Schools did lose staff but it seems more likely to have been a reflection of the generally low level of teachers ' pay at a time of full employment . |
| 26 | Three aspects of teachers ' knowledge will be analysed : i ) knowledge of the subject being taught ; ii ) capacity to represent it in a variety of appropriate ways related to the knowledge and experience of the type of pupils to whom it was taught ; and iii ) knowledge and understanding of the relevant pedagogy . |
| 27 | What evidence exists , both in Britain and Australia , about the diversity of teachers ' values ( e.g. Ashton et al , 1975 , and Kallenberger , 1981 ) also makes it uncertain whether the conflicts will be easily resolved . |
| 28 | In this final section I would like to attempt to answer some of the questions raised in the introduction , using the evidence of teachers ' views expressed in the survey to support my argument . |
| 29 | ( See appendix 6 for full details of teachers ' responses to this , and other , questions about gender . ) |
| 30 | Analysis of teachers ' responses will seek groupings of activities according to a common pattern of use . |