Sentences with phrase «most of them taught their students»

About one in six of the surveyed teachers espoused young - earth creationist views, and most of them taught their students those views.

Not exact matches

During the first class of the introductory macroeconomics course I teach at Ivey, I present the students with four propositions that are the basis for most, though not all, schools of thought in modern macroeconomics.

These programs attract some of the best students and teach them most of the content they would learn in a traditional MBA.

And students reciprocate the happy feelings: most respondents to the Canadian University Survey Consortium's annual survey of student satisfication report they are generally satisfied with the quality of the teaching they receive.

Our preliminary data already show the importance of certain beliefs for success in physics courses and a student's inclination to continue in or drop out of physics, and it shows that most teaching practices have a detrimental impact on all of these critical beliefs.

Our Digital Inclusion Program teaches foster youth basic digital literacy skills and provides them with a laptop and mobile Internet access for five years, two things that most of us take for granted but can be life changing for students who are accustomed to writing essays on their cellphones.

I've taught a course called «Libertarian CEOs» at Chapman University, and every time most of the students vote to work for Whole Foods Market.

I'm reading NFIB v. Sebelius (the Obamacare decision) in preparation for teaching the case to my constitutional law students and came across the following most interesting passage in in Justice Ginsburg's opinion: «A mandate to purchase a particular product would be unconstitutional if, for example, the edict impermissibly abridged the freedom of speech, interfered with the free exercise of religion, or infringed on a liberty interest protected by the Due Process Clause.»

Perhaps the most important thing I can teach my students — and that we can teach one another in the church — is to delight in the goodness of creation and re-creation.

At most, the teacher «teaches» only indirectly by providing the context in which the student may be graced himself or herself to come to that combination of immediate self - knowledge and God - knowledge which is the aim of paideia.

Obviously, we parent best and teach best when we are most sensitive to the hopes, fears, confusions, angers, excitements, frustrations, and insights of our children and students.

Most of these students had returned to school after some significant work experience — in such diverse fields as teaching, politics, law, securities, real estate and graphic design.

I have some experience with it, having studied and taught it to undergraduate students for ten years, and having practiced Buddhist meditation periodically, most meaningfully under the guidance of a Zen Buddhist master from Japan for whom I served as a language instructor for one year.

One of the main tasks of the school is competent vocational guidance, which is governed primarily not by the principle of helping the student prepare for and get the position he wants, but by the objective of teaching students to know their own abilities and the nature of their society and persuading and inspiring them to devote their energies to the tasks that most urgently need to be done.

Christianity teaches that this particular individual, and so every individual, whatever in other respects this individual may be, man, woman, serving - maid, minister of state, merchant, barber, student, etc. — this individual exists before God — this individual who perhaps would be vain for having once in his life talked with the King, this man who is not a little proud of living on intimate terms with that person or the other, this man exists before God, can talk with God any moment he will, sure to be heard by Him; in short, this man is invited to live on the most intimate terms with God!

Most of our missionaries are recent college graduates who return to the college campus and invite students into a personal relationship with Jesus Christ and his Church and inspire and equip them for a lifetime of Christ - centered evangelization, discipleship, and friendships in which they teach other to do the same.

In the spring of 2000 an interesting dichotomy between theory and reality in economics teaching appeared in France when economics students from some of the most prestigious universities, including the Sorbonne, published a petition on the internet urging fellow students to protest against the way economics was being taught.

For most of his life he was a mathematician, teaching first at Cambridge University where one of his students was Bertrand Russell.

In discussing the kind of doctrine that ought to be taught to Jesuit students, he wrote in the Constitutions: «The doctrine which they ought to follow in each subject should be that which is safest and most approved, as also the authors who teach it» (no. 358).

It is quite staggering how many students do not understand some of the most simple doctrines and liturgical practices and, indeed, do not accept, or feel uncomfortable with the Church's teaching on moral issues.

It may well be that many, perhaps most, students go to colleges and universities for other purposes; nevertheless, the two constitutive functions of academies are teaching and learning.

Thus, although it should be easier to teach Western students about Islam than about Hinduism or Buddhism, for there is much in common, the burden of our neighborhood quarrels — not always impartially recorded — and the subtle differences of interpretation make Islam the most difficult religion to present fairly.

One of the most pressing intellectual responsibilities of the Negro student and minister today is that of working out some of the ethical and theological clues that the Negro revolution is teaching him and us all.)

Mutianus wrote to a friend: «Today the apes of theology occupy the whole university, teaching their students the figures of Donatus, a most unintelligible thing; the figures of Parvulus, pure nonsense; mere exercises in complexities the silliest stuff.»

Dr. Whitten is an anesthesiologist that acknowledges that most physicians, nurses, medical students, paramedics and respiratory technicians are trained to ventilate and intubate their patients, yet this training has become compressed into short teaching sessions that fail to teach tricks of the trade, or offer that mental vision for achieving success.

When I was teaching in Beirut, I found that the most misbehaved students were often those of Muslim activists.

This had been absolutely not true of course, and all of us Practitioners were teaching exactly the way that we had been instructed to do, yet most of our students were extremely unhappy and unsatisfied with their birth experiences.

Some of her most cherished experiences have been teaching conservation to elementary students, caring for HIV / AIDS hospice residents, working on children's research and advocacy, and founding & co-directing Camp Kesem at Rice University.

Here are some of the pros and cons of a single - gender school: Pros «From my experience in the schools and students I've encountered, an all - girls school gives the best all - around educational experience for most students,» says Alexis Browsh, who teaches at and graduated from a private girls» school outside of Philadelphia and owns the tutoring company Ready Tutors.

The two say the change «lowers standards and will allow inexperienced and unqualified individuals to teach those children that are most in need - students of color, those who are economically disadvantaged, and students with disabilities.»

The most profound of these came from a high school student who said to the education commissioner, John King: «Failure is not a teaching tool.»

However, this misunderstands the purpose of anthroposophy, which is never taught directly to students and parents even in private schools, most of whom will never have heard of it: instead, anthroposophy informs what the teachers teach.

While the main hiring priority of any school district should be hiring the most qualified teachers who can build up their students the most, building a teaching workforce that is reflective of the community in which they work must be a goal for districts.

First - Ever Research Study of NYC's Teacher Rating Data: Students of Color and High - Needs Students Most Likely to be Taught by Teachers Rated «Unsatisfactory»

(New York, NY) Jan. 10, 2013 — Those students in New York City who most depend on highly effective teachers are instead the students most likely to be taught by teachers rated «Unsatisfactory,» according to an eye - opening study of the City's teacher rating data, published today by StudentsFirstNY, an education advocacy organization with more than 150,000 members across New York State.

Importantly, it's a style of teaching that most students are familiar with, and therefore comfortable with to varying degrees.

In this teaching approach, students spend most of the semester solving problems in class.

Their productivity is proven by their inclusion in most research papers and patents produced by their groups, and PhD students also participate in the teaching tasks of their departments.

Combining a student - centered approach with the teaching of system smarts can reduce the importance of the «random factor» — that serendipitous conversation or chance meeting in a hallway — that most scientists of color say played a major role in the earliest stages of their career.

«Imagine that on the first day of classes, young students find themselves before the country's most well - known researcher teaching molecular biology classes with an absolutely contagious enthusiasm,» he says.

Like most graduate students, she taught some courses on the side, and one of them was on plant protection.

Horton says the interaction with the students is what she loves the most — she would never consider going back to the stressful world of research — but teaching, she admits, is in some ways even more stressful: «It's a different kind of day - to - day stress.

But, just like other academic scientists, they also publish their research in peer - reviewed journals, and most supervise research students and do other forms of university - level teaching.

The lack of progress, he told Senator John «Jay» Rockefeller (D - WV), who chaired the hearing, is due to the way most teachers are trained and most students are taught.

Wieman told the committee that «powerful, vested interests» on college campuses discourage the adoption of new ways to teach science and train future science teachers, saying that most universities place a higher priority on research productivity than on student learning.

Such interactions with other people teach you things that you would never have expected to learn, such as economic perspectives on the cap and trade system, the role of religious symbols in psychedelic rock, or simply that most Ph.D. students share the same fears and doubts.

«Quite alarming for an educator from our research, however, is the implication that we are failing some students based not on subject matter, curriculum, teaching methods or assessments, but on providing them with study skills to make the most of their undergraduate study.

For the students I teach, it will be a most useful source of additional readings, but not as a prime course text.

«It is the No. 1 hotspot for biodiversity, but most of the students don't realize what they have in their backyards because they are being taught from textbooks and from teachers who have learned from Europeans.»

Simpson's paradox is one of statistics most well - know paradoxes (I teach it yearly to a new batch of psychology students in Groningen) and PNAS is a high - ranking journal with an impact factor of nearly ten.