Example sentences of "teachers ' [noun] to " in BNC.

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1 It is crucial that teachers ' attitudes to poetry communicate enthusiasm for it .
2 A recent large-scale study of special needs provision in junior schools suggests that while teachers ' attitudes to low-achieving children are broadly positive , they are pessimistic about the ability of such children to derive much benefit from increased special needs provision ( Croll and Moses , 1985 ) .
3 A national survey of teachers ' attitudes to equal opportunities found that men were more likely to be opposed to promoting equal opportunities than women , but that differences in subject taught were more important than the sex of the teacher in determining his or her attitude .
4 Spear also found in a study of teachers ' attitudes to girls and technology that the most sex-differentiated replies came from science teachers ( Spear in this volume ) .
5 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 ;
6 The first to come , and one of the most interesting from Pumfrey 's point of view , was Tom Tedder , who sprawled easily in his chair , seemed as little tensed up as it is possible to be when involved in a murder case , and told them all they needed to know about the teachers ' attitude to the school 's star pupil .
7 Far from disregarding them , however , such comments need to be ‘ heard ’ , since our personal experiences can affect our reactions to others in general and teachers ' reactions to pupils and the demands they make on them .
8 It would have been interesting to see the teachers ' reactions to questions about profits from burglary or tax evasion rather than investment .
9 In addition , the study will inform our understanding of teachers ' reactions to multiple innovation .
10 It was noted earlier that certain demographic and institutional considerations appear to affect teachers ' reactions to the LEA scheme .
11 This is illustrated by reference to teachers ' responses to various externally sponsored innovations and the teachers ' pay dispute of 1985–86 .
12 One GRIST coordinator , whilst pointing to the need to develop a more sophisticated understanding in teachers ' responses to their INSET needs , exemplified the difficulties of arts education by quoting a survey carried out by one LEA into teachers ' views of their own INSET needs .
13 Teachers ' responses to this checklist are compared with my own , and the text voted most popular of all , ( The Machine Gunners , by Robert Westall ) , is examined in further detail .
14 Teachers ' responses to questions about gender suggest that they are aware of the issue and are , indeed , ready to consider possible ways forward .
15 ( See appendix 6 for full details of teachers ' responses to this , and other , questions about gender . )
16 Education traditionally has taught , trained and certificated its own through in-house courses and Higher Education institutions and teachers ' routes to personal and professional development have remained within the educational sphere .
17 The continuance of our training programme depends on attracting new students so please do all you can to publicise the Potential Teachers ' Day to be held on Saturday 8th March 1986 at Warwick Park School , Peckham High Street , London SE 15 .
18 The most obvious influence of PNP on teachers ' approach to the management of learning was the encouragement of group work .
19 This project arises out of an earlier ESRC-funded study in England and France which revealed unexpected and significant differences in teachers ' approach to their classroom practice in the two countries .
20 Perhaps , Bennett argues , the finding that so little use was made of exploratory methods in teaching was the teachers ' reaction to the presence of HMIs .
21 Much of their concern centred on what they saw as the imposition from above of particular versions of ‘ good primary practice ’ and the relationship between teachers ' allegiance to these and their career prospects .
22 Although the teachers ' guide to the curriculum concedes that people who are close to a nuclear blast ‘ probably would be killed or seriously injured ’ , it predicts that people in ‘ fringe ’ areas ‘ have a good chance of surviving it ’ by diving into the fallout shelter and emerging in ‘ a week or two ’ .
23 The crucial question of ‘ standards ’ , of teachers ' commitment to what have traditionally been accepted as cultivated or educated taste and speech , recurs in connection with both these activities with disturbing persistence .
24 If teachers ' allegiances to transmission pedagogies are to be loosened , then ways of encouraging their collaboration with colleagues must be found , along with the resources to do this .
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