Example sentences of "of teachers ' " in BNC.
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| 1 | Mr Smith blamed local authorities for changing the formulae by which budgets were calculated and blamed the Government for capping council spending and insisting that schools should be funded on the basis of the local average of teachers ' salaries rather than the actual salaries they paid . |
| 2 | 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 . |
| 3 | Only 20 per cent , however , were willing to assume any responsibility for payment of teachers ' salaries . |
| 4 | A recent step forward was the announcement in October 1990 of the formation of a broad-based teachers ' organization — the South African Democratic Teachers ' Union — which brings together a number of teachers ' unions previously separated on racial , geographical and political lines . |
| 5 | Following the report , the National Union of Teachers ' ‘ stress project team ’ then drew up an organisational action plan which , it argued , would , if implemented , reduce the sources of stress . |
| 6 | This transformation of teachers ' experiences is the key factor establishing the concept of partnership through direct experience . |
| 7 | The style and format of teachers ' guides vary from the most detached to the most prescriptive . |
| 8 | The appraisal will be time consuming and includes an examination of teaching and the other aspects of teachers ' job such as lesson planning and syllabus development . |
| 9 | Then there was the debate at the National Union of Teachers ' conference about the response to government plans for teacher assessment . |
| 10 | The other reason is the extent of teachers ' own knowledge about language . |
| 11 | 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 . |
| 12 | Headmaster John Cox , chairman of the National Union of Teachers ' education committee , agreed . |
| 13 | Leaving aside for the moment the nature of teachers ' particular educational philosophy , I now wish to move from describing the predicament from the outside , so to speak , to looking at it through the eyes and feelings of teachers themselves . |
| 14 | These are some of the characterizations that one will find both on and below the surface of teachers ' lives . |
| 15 | The last chapter attempted to paint a recognizable picture of teachers ' current predicament and how they are feeling . |
| 16 | It is part of teachers ' daily experience . |
| 17 | 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 . |
| 18 | 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 ) . |
| 19 | 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 . |
| 20 | This results in an explanation of gender and ‘ race ’ problems in schools in terms of teachers ' inability to use these cultural differences . |
| 21 | Differences in provision between one authority and the next can be wide ( eg on capitation allowances , the funding of teachers ' centres , off-site visits by school groups ) . |
| 22 | The full force of teachers ' professionalism will need to be put behind the national curriculum and assessment if both are to be beneficial to pupil and other ‘ customers ’ of the education service . |
| 23 | Finally , if teachers were left to enjoy full responsibility for the specific content and teaching strategies to be deployed within each of the major categories of the national curriculum framework , there would be no infringement of teachers ' professional autonomy and the curriculum could be protected from unjustified political interference . |
| 24 | 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 . |
| 25 | 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 . |
| 26 | So , too , might the mandated curriculum , be it set at national or provincial level , in its fixing of external curriculum objectives and its restriction of teachers ' room for manoeuvre . |
| 27 | On the basis of this kind of evidence and interpretation , which recognizes the essentially social nature of teachers ' developing curricular identities , commitments and pedagogical preferences , the improvement of teaching quality would seem better met by training and deployment policies which are less rather than more specialized in nature . |
| 28 | 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 . |
| 29 | These , it was found , rested much of their case an the importance of teachers ' personal qualities , their technical expertise and their specialist subject competence . |
| 30 | 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 ; |