Example sentences of "the [noun] [prep] teachers ' " in BNC.
Next page| No | Sentence |
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| 1 | 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 ) . |
| 2 | Heads and governors were not required to manage these two main influences although headteachers themselves were often directly involved in the committees and working parties which steered the programmes of teachers ' centres . |
| 3 | In this model the curriculum for teachers ' colleges and the examination system for both schools and colleges are closely linked with school curriculum development . |
| 4 | I commend the Government 's handling of the pay review body and their general approach of marrying this policy , which will lead to higher pay for teachers , with a determined critique of the elements of teachers ' performance which need to be discussed and openly and rigorously criticised . |
| 5 | The fact that there may indeed be real risks attached to opening up and talking from the heart is not in dispute , just as the limitations on teachers ' freedom are very real . |
| 6 | We wish those who worked on the interim advisory committee well and we look forward to the next phase in the determination of teachers ' pay which is the work of the pay review body under the chairmanship of Sir Graham Day . |
| 7 | We were also impressed with the raising of teachers ' awareness through visits to library suppliers and book exhibitions and the replacement of " buying blind " through catalogues with a system of actually browsing and handling the available alternatives before making a choice . |
| 8 | So the influence on teachers ' attitudes is probably greater than any immediate action taken as a result of analysing one child 's miscues . |
| 9 | He outlined a programme of legislation dealing with publications , labour , youth care and the establishment of teachers ' associations . |
| 10 | These , it was found , rested much of their case an the importance of teachers ' personal qualities , their technical expertise and their specialist subject competence . |
| 11 | 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 . |
| 12 | 5 The difference between teachers ' perceived and actual training needs . |
| 13 | Particular attention will be paid to the impact of the reforms on teachers ' classroom goals . |
| 14 | Similarly , in many cases the education of teachers ' children at concessionary rates is neither discretionary nor dependent on there being surplus capacity . |
| 15 | But because Lord Elton 's team was established as a Committee of Enquiry to look into a serious and immediate problem , it was precluded by its terms of reference from addressing the more fundamental questions concerning the conflict between teachers ' autonomy and children 's rights . |
| 16 | These are some of the characterizations that one will find both on and below the surface of teachers ' lives . |
| 17 | In this final section I would like to attempt to answer some of the questions raised in the introduction , using the evidence of teachers ' views expressed in the survey to support my argument . |
| 18 | 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 . |
| 19 | 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 . |
| 20 | It seems that it is impossible — or should be impossible — to discuss any aspect of teachers ' pay , however technical , without relating it to the quality of teachers ' performance and teaching methods . |
| 21 | And it was thought that the movement in England and Wales in the late 1960s , towards the extension of teachers ' centres was an attempt to create what was described as a focus for teacher renewal . |
| 22 | What evidence exists , both in Britain and Australia , about the diversity of teachers ' values ( e.g. Ashton et al , 1975 , and Kallenberger , 1981 ) also makes it uncertain whether the conflicts will be easily resolved . |
| 23 | We argue therefore , now as in our sixth report , that among the critical requirements in an INSET programme are the following : the diversity of teachers ' needs must be acknowledged and addressed ; teachers themselves must be central to the process of defining their needs ; and to meet diverse needs there must be diverse INSET programmes : not just as to their content and level , but also in their style and venue . |
| 24 | 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 . |
| 25 | When the publication of HMI reports on university departments of education was discussed ( as part of the approval mechanism for teacher training courses of the Council for the Accreditation of Teachers ' Education , CATE ) there was initial resistance . |
| 26 | There was also considerable variation in the structure of teachers ' planning . |
| 27 | Due to the changes made to the Constitution at the last A.G.M. the position of Teachers ' Representative comes up for election this year . |
| 28 | The other reason is the extent of teachers ' own knowledge about language . |
| 29 | the extent of teachers ' understanding of what is required by the scheme and their feelings of competence to meet these requirements . |
| 30 | The extent of teachers ' involvement in the review and the extent to which they see the scheme as a professional threat has no significant effect on the attitudes measured by this factor . |