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Showing 1 to 15 of 21 results Save | Export
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Whitney, Erin Hope – Journal of Adolescent & Adult Literacy, 2019
Much of the special education research on writing has focused on skill acquisition and remediation. However, a significant problem with this approach is that it does not account for the sociocultural nature of writing or the importance of culturally sustaining pedagogies in writing instruction. In this article, the author uses practitioner…
Descriptors: Learning Disabilities, Special Education, Culturally Relevant Education, Writing Instruction
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Frankel, Katherine K.; Fields, Susan S. – Literacy Research and Instruction, 2019
Despite evidence that youths' literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding classroom storylines from the perspectives of teachers and schools. The purpose of this case study was to examine how one youth, Leo, shaped the storyline of his…
Descriptors: Adolescents, Adolescent Attitudes, Literacy, Student Empowerment
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Knifsend, Casey A.; Juvonen, Jaana – Social Development, 2013
To supplement research on adolescent social identities, the current study examined how social identity complexity relates to ethnic inter-group attitudes in a young adolescent sample (N = 97; "age range" = 12-14 years). Social identity complexity refers to the perceived overlap of groups with which youth align themselves. Descriptive…
Descriptors: Role, Self Concept, Case Studies, Ethnic Groups
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Way, Niobe; Hernandez, Maria G.; Rogers, Leoandra Onnie; Hughes, Diane L. – Journal of Adolescent Research, 2013
Few studies examine how the macro context shapes ethnic or racial identity development during early adolescence. This analysis draws on interview data from 40 African American, Chinese American, Dominican American, and European American middle school students (6th through 8th grade) to explore how stereotypes inform adolescents' ethnic and racial…
Descriptors: Racial Identification, Self Concept, Ethnicity, Stereotypes
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Rao, Mrinalini A.; Berry, Ruhi; Gonsalves, Ayesha; Hastak, Yogita; Shah, Mukti; Roeser, Robert W. – Journal of Research on Adolescence, 2013
This study examined adolescents' perceptions of cultural change and identity development during an age of globalization in India. Analyses of data from 1497 Indian, urban, middle-class 12-15-year-olds (46% girls) revealed that these youth were aware of changes in their daily lives due to globalization and evaluated such changes in a pragmatic…
Descriptors: Foreign Countries, Urban Areas, Adolescents, Identification (Psychology)
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Ojeda, Lizette; Pina-Watson, Brandy; Castillo, Linda G.; Castillo, Rosalinda; Khan, Noshaba; Leigh, Jennifer – Journal of Career Development, 2012
This study examined the role of culture and personality on the career decision self-efficacy of 338 Latino seventh-grade public middle school students. Specifically, we examined the role of acculturation, enculturation, ethnic identity, and conscientiousness on career decision self-efficacy. Findings indicated Latina girls were more acculturated…
Descriptors: College Students, Ethnicity, Females, Self Efficacy
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Wake, Donna G. – Rural Educator, 2012
This article describes rural middle school students' exploration of their identity and their rural contexts through the vehicle of digital storytelling. Participants included 40 7th and 40 9th grade students at two rural schools in the Southeast United States. Students worked in shared writing groups to create digital stories expressing their…
Descriptors: Grounded Theory, Rural Schools, Rural Areas, Middle School Students
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Hanselman, Paul; Bruch, Sarah K.; Gamoran, Adam; Borman, Geoffrey D. – Sociology of Education, 2014
Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a…
Descriptors: Self Concept, Academic Achievement, Achievement Gap, Ethnicity
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Hall, Leigh A. – Teachers College Record, 2010
Background/Context: The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers' comprehension abilities can be improved if their…
Descriptors: Reading Comprehension, Reading Instruction, Middle School Students, Case Studies
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Hansen, Jane – Voices from the Middle, 2008
The author, a renowned researcher and literacy expert, helps young adolescents see themselves as having potential. In the classroom, they explore the importance of building relationships, leadership styles and skills, and their roles in society to create their own identities.
Descriptors: Leadership Styles, Adolescents, Self Concept, Leadership
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Tucker-Raymond, Eli; Rosario-Ramos, Enid M.; Rosario, Maria L. – Equity & Excellence in Education, 2011
The authors describe themes of cultural persistence, political resistance, and hope in the art of one Puerto Rican neighborhood in the Midwestern United States. The themes are described across three contexts: community mural art, poetry from students in an alternative high school, and poetry from seventh grade students in a neighborhood middle…
Descriptors: Social Justice, Neighborhoods, High Schools, Persistence
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Furman, Melina; Barton, Angela Calabrese – Journal of Research in Science Teaching, 2006
It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low-income urban community as they worked together in an after-school program to create a…
Descriptors: Grade 7, Science Projects, After School Programs, Low Income Groups
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Pepperell, Jennifer L.; Rubel, Deborah J. – Qualitative Report, 2009
This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to…
Descriptors: Grounded Theory, Academically Gifted, Females, Grade 7
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Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J. – Journal of Black Psychology, 2009
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that…
Descriptors: African American Students, Race, Stereotypes, Youth
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Borman, Geoffrey D.; Grigg, Jeffrey – Society for Research on Educational Effectiveness, 2013
This study addresses closing the academic performance gaps between African American and Latino students and their White counterparts, and between girls and boys in mathematics. Of the various models and theories of these social inequalities that have been advanced in literature, one particularly compelling line of research concerns the idea of…
Descriptors: Achievement Gap, Self Concept, African American Students, Hispanic American Students
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