Example sentences of "[noun] [prep] teachers ' [adj] " in BNC.
Next page| No | Sentence |
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| 1 | There is an analogy between teachers ' in-service development and the mounting evidence that intervention in pupils ' careers which take place away from their school have limited value for either pupil rehabilitation or for changes in school ethos ( Topping 1983 ) . |
| 2 | Parents in my constituency are anxious that teachers should be properly remunerated because teachers with low morale are bad teachers , and they are particularly concerned that there might just be a slight possibility of a Labour Government next year , with a resultant cut in teachers ' real pay , as happened when Labour was last in office . |
| 3 | It is part of teachers ' daily experience . |
| 4 | It is by no means certain that a newly conceived " teachers ' contract " , will include such a notion We raise the question whether the long-term effects of teachers ' industrial action might render impracticable future projects in the ESSE/L Project mould . |
| 5 | 5 The difference between teachers ' perceived and actual training needs . |
| 6 | What this criticism draws attention to is the bitter truth about teachers ' exclusive concentration upon creativity with working-class pupils . |
| 7 | 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 . |
| 8 | 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 . |
| 9 | These , it was found , rested much of their case an the importance of teachers ' personal qualities , their technical expertise and their specialist subject competence . |
| 10 | The last chapter attempted to paint a recognizable picture of teachers ' current predicament and how they are feeling . |
| 11 | However , the general managerial principle which the appraisal interviews seemed aimed to serve was the harmonizing of teachers ' professional development with the institutional needs of the school . |
| 12 | The statutory responsibilities of LEAs and governing bodies in respect of quality control should be exercised with due acknowledgement of teachers ' special knowledge and skills and their freedom and right as professionals to adopt those strategies which build on their personal strengths and reflect the unique circumstances of each school and classroom . |
| 13 | Fees for Teachers ' Further Training |
| 14 | The other reason is the extent of teachers ' own knowledge about language . |
| 15 | 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 . |