Example sentences of "pupils ' [noun] of " in BNC.

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1 In general , pupils ' interpretation of spatial concepts such as area , angle and shape are highly influenced by context and presentation ; they often provide cues to pupils about the way to interpret a task , and can be misleading .
2 The internal measures which were often used ( with a notable slant towards secondary schools ) were examination results , tests of literacy and numeracy , attendance patterns , pupils ' records of achievement , curriculum information and national testing and assessments .
3 Both teachers ' and pupils ' views of the project were examined in its development phase , but the project 's effect on pupil smoking behaviour has not been formally assessed .
4 Robert Jackson , for example , envisages a " middle way " as a " study of religions conducted in such a way that it makes a distinctive contribution to the pupils ' development of a coherent and personally satisfying set of beliefs and values " ( Jackson 1987 : 17 ) .
5 Pupils ' experiences of teaching and learning : a qualitative longitudinal study
6 By gathering in-depth interview and observational material , the researchers will be well placed to examine how pupils ' experiences of teaching and learning in the early 1990s influence their aspirations , sense of achievement and future life chances .
7 development , by informal means and in the course of purposeful activities , of pupils ' powers of concentration , grasp of turn-taking , ability to gain and hold the attention of their listeners , and ability to voice disagreement courteously with an opposing point of view .
8 Teachers should use texts of increasing difficulty to develop pupils ' powers of discrimination and perseverance so that they become confident and efficient in their use and interpretation of such material .
9 Deputy headteacher Stella Postlewhite wearing the pupils ' idea of uniform with English teacher Susan Gardiner , modelling the authorised version .
10 Pupils ' concepts of justice have been particularly interesting .
11 We have observed in the classroom that many programs help the teacher to understand the pupils ' level of comprehension through the pupil response that they provoke .
12 They agree that a regular comparison of notes with primary schools ( which they have always enjoyed , if at lower intensity than presently ) improves all their pupils ' chances of entering secondary school by the same starting gate .
13 However , writing a criterion such as " can recognize an equilateral and isosceles triangle as a triangle " may encourage exposure of " standard " triangles only and thus limit pupils ' chances of understanding why the obtuse-angled figure is a triangle .
14 However , this enthusiasm to convey solutions to pupils often ends up by precluding the pupils ' own ideas and can not only be inhibiting but also take away the pupils ' enjoyment of getting there themselves .
15 This suggests that , in order to develop pupils ' grasp of the concepts , the criterion needs to be broken down into several more basic criteria relating to space-covering aspects and terminology .
16 As the language of mathematics is so tightly defined , the ability to use mathematics to communicate in a particular language may take longer to develop than we would expect , and this may lead us to underestimate pupils ' grasp of ideas , particularly since language is so closely related to culture .
17 If one context has been presented as an exemplar , however , evidence for the pupils ' grasp of the idea should be sought in a different context .
18 4. develop and deepen pupils ' grasp of religious concepts especially the key one of " God " .
19 Anti-smoking campaigns conducted in the 1970's were not generally successful in preventing children from taking up the habit although pupils ' awareness of the associated health risks was improved [ 3 ] .
20 This topic is meant to improve pupils ' awareness of ‘ danger ’ areas in houses and to inform them of basic safety measures and precautions which should be taken at home .
21 Estimation questions bring into focus the problems of decimals , the range of answers regarded as correct , the role of practice in effective estimation and the pupils ' perceptions of what constitutes an acceptable answer in mathematics .
22 This study will explore the kinds of values taught , explicitly and implicitly , in primary schools ; explore the ways in which values education takes place ; and investigate teachers ' and pupils ' perceptions of the purposes of values education .
23 Michelle Stanworth provides a pertinent example of this process at work with regard to pupils ' assessment of their own competence .
24 They come to the recognition that being black places themselves and other black kids in a similarly disadvantaged position : ‘ It would seem , on the basis of the pupils ’ own perception of this tendency , that this withdrawal into racially exclusive peer groups results from the pupils ' realization of a common identity and shared destiny' ( 1978 , p.64 ) .
25 A different view of assessment however , can lead to considerable benefits in terms of the pupils ' sense of value and personal motivation .
26 Teachers need to be alive to cultural differences which may particularly affect bilingual pupils ' handling of literature .
27 Assessment tasks are Constructed using the criterion descriptions as a guide , and pupils ' mastery of the domain of a criterion judged from their performance on the tasks .
28 But it would be a great loss if pupils ' knowledge of a range of other languages was to decline .
29 The results of items on pupils ' knowledge of shapes suggest that pupils judge shape on general appearance rather than on the geometrical properties which define them .
30 This criterion concerns pupils ' knowledge of the properties of 2-D shapes and their knowledge of the names of the shapes .
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