Example sentences of "both teachers and " in BNC.

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1 Education : Pupil pioneers enter the land of uncertainty : Five weeks into the new national curriculum , both teachers and pupils find they need further enlightenment .
2 A national curriculum , they add , will allow children to move schools without utterly disrupting their education ; and objective assessment will enable both teachers and parents to see how well a child is doing .
3 Thus it is accepted that without good discipline in a school the standard of teaching and learning , and thus the achievements of both teachers and pupils , will suffer .
4 The Kingman Committee had to pay considerable attention to what both teachers and pupils need to know .
5 Both teachers and entrepreneurs have to speculate about the impact of microprocessors on society .
6 It is a suggestion that every school should also be a farm ; that the school community should consist of people who are both teachers and farmers , and pupils and farmers . ’
7 Evaluation looks at the relationship between teaching and learning : it therefore , logically enough , engages the participation of both teachers and learners .
8 In its 609 pages , which included 333 recommendations , one of the most important concerns was the competence of both teachers and pupils in respect of their knowledge of the English language .
9 After Kingman there was a growing consensus that some kind of explicit knowledge about language was necessary for both teachers and pupils .
10 We could not provide a grammatical description of the English language , for that was beyond our scope , but we wanted everyone to realise what kind of grammar is appropriate for both teachers and pupils to understand .
11 Increasing dissatisfaction among both teachers and students led them frequently to ask the question , ‘ Why study at all ? ’ , with some justification .
12 Many schools and LEAs are exploring ways in which both teachers and children can be supported without withdrawing children from ordinary classes .
13 The educational system has always displayed great inertia , a built-in resistance to change , which is contributed to by both teachers and parents alike .
14 Both teachers and learners adopt roles in the classroom .
15 Since then the excellent reputation it has earned among both teachers and learners alike has continued to grow .
16 In Sweden ( a country I have visited regularly since 1976 ) there is a desire , expressed by both teachers and senior government educational advisors , to use the most recent läroplan ( the centrally imposed school curriculum ) as a starting point for creative teaching which takes into account the needs of children and the way in which they learn .
17 The DOCE was set up five years ago to provide up-to-date information for both teachers and pupils in secondary education , and originally sent data out on floppy .
18 Your article on British education reforms ( April 10th ) says that objective assessment ‘ allows both teachers and parents to see how well a child is doing ’ .
19 There is no way of telling how many of the episodes described are elaborations produced to impress , or how far they are accurate descriptions of action sequences on which both teachers and pupils would agree .
20 As the evaluation of both the Major and Minor Projects shows , teachers in project schools did argue with force that the use made of the library by both teachers and pupils had increased in volume and changed in kind .
21 Not necessarily , since both teachers and researchers will ultimately use readability formulae for just so long as they find them of some value .
22 Nevertheless , it does seem reasonable to suggest that teachers need to be aware that when tackling many writing tasks pupils will achieve a greater degree of success , both as writers and as learners , if they can work in stages , and if within these stages they have sympathetic and informed support from both teachers and peers — not , I would insist , seeking to impose a preconceived notion of how to plan or how to write , but helping pupils to discover what works best for them .
23 Despite these doubts , miscue analysis has much that is positive to commend it , and its increasing use is producing interesting sidelights for both teachers and pupils .
24 We shall have occasion later to examine the evidence submitted to and conclusions of the Bullock Committee , and it is sufficient here to note not only the submissions from educational and public librarians but also the committee 's support for the work of librarians in schools , and its welcome for the now-emerging courses leading to people dually qualified as both teachers and librarians .
25 Yet both teachers and children 's librarians have much in common , and it is always desirable that there should be continual personal dialogue between them .
26 Brown and Levinson 's notion of a universal cause behind conversational principles may help both teachers and learners to approach this difficult problem more successfully .
27 In addition to independence , both teachers and public , and teachers in particular , will want to be assured of the inspectors ' ability so that they can trust the judgements made .
28 The kind of areas that will be covered in this course component are types of schools , their structure , management and ethos , the roles and expectations of both teachers and pupils , teachers ' working conditions and status , pastoral care and discipline .
29 Once one is in the right frame of mind , it is a relatively easy exercise to play spot-the-sexism within curriculum materials ; indeed both teachers and pupils now use this serious game to highlight gender biases in their books and , rather than toss them out , make the best of distorted material to act as a starter for discussion .
30 Both teachers and pupils will select and experiment with different styles , depending on their immediate power needs ; unless pupil deviance is gender-based , there is no guarantee that sex role shifts will reorient that deviance .
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