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Miller, Dustin W.; Stewart, Jaime S.; Brown, Melvin J. – Theory Into Practice, 2022
Arguably, K-12 schools are caught in the crossfire of a political divide in this country. This division is evidenced through examples of parent frustration toward school leaders' attempts (or lack thereof) to address important topics like racism in schools. Although the democratic ideal promotes student exposure to differing viewpoints in order to…
Descriptors: Elementary Secondary Education, Crisis Management, Social Emotional Learning, Parent School Relationship
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Kearl, Benjamin – Theory Into Practice, 2022
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts--sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer's school-level intervention is a process model for how to achieve SEL outcomes given its intentionality…
Descriptors: Social Emotional Learning, Racial Bias, Racial Discrimination, Blacks
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Davis, Susan J.; Lettis, Melissa B.; Mahfouz, Julia; Vaughn, Margaret – Theory Into Practice, 2022
When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning…
Descriptors: Racial Bias, Social Emotional Learning, Kindergarten, Elementary Secondary Education
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DeMartino, Linsay; Fetman, Lisa; Tucker-White, DeAnne; Brown, Amanda – Theory Into Practice, 2022
Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are…
Descriptors: Transformative Learning, Social Emotional Learning, Teaching Methods, Interpersonal Competence
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Boutte, Gloria Swindler; Earick, Mary E.; Jackson, Tambra O. – Theory Into Practice, 2021
We explore the disconnect between education policy and culturally sustaining instruction, curriculum, discipline, and assessment for African American Language (AAL) Learners. Framing the omission of language policies as linguistic violence and anti-Black linguistic racism, we discuss antecedent and contemporary educational language policies and…
Descriptors: Black Dialects, African Americans, African American Culture, Racial Bias
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Smith, Anna; Hunt, Carolyn S. – Theory Into Practice, 2021
In this article, we take a close look at the authoritative discourses of digital writing development communicated through the US Common Core State Standards, inclusive of its marketing materials (e.g., website, supplemental documents, and videos). Digital writing is largely missing from the CCSS and its limited inclusion is predominantly in the…
Descriptors: Common Core State Standards, Writing Instruction, Writing (Composition), Discourse Analysis
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Burtch, Derek Thomas; Gordon, Amelia – Theory Into Practice, 2021
The violent police response to uprisings in response to the police killings of George Floyd and Breonna Taylor unveiled who America is for our students. Moreover, the COVID-19 pandemic increased the politicization of schools and exacerbated inequality in schools already segregated by class and race. Throughout the 2020-2021 academic year, students…
Descriptors: Racial Bias, COVID-19, Pandemics, Equal Education
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Albrecht, Donna – Theory Into Practice, 2021
University education partners have great potential to facilitate schools' moving from a school led traditional approach for family involvement to an asset based, empowerment approach to partnerships. On this journey, educators grapple with the cognitive dissonance of change as they engage their emerging multilingual families in the lives of their…
Descriptors: Parent Participation, Empowerment, Partnerships in Education, Family School Relationship
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Young, Jemimah; Easton-Brooks, Donald – Theory Into Practice, 2020
The purpose of this article was to problematize the recruitment, preparation, and retention of Black women teachers in an effort to promote awareness, research, and action. Black women teachers impact the educative and socioemotional needs of all students. However, this impact is most noticeable when Black women serve large populations of Black…
Descriptors: African American Teachers, Women Faculty, Teacher Recruitment, Teacher Persistence
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Lisle-Johnson, Tanisha; Kohli, Rita – Theory Into Practice, 2020
Black women educators are severely underrepresented and make up just 5% of US public school teachers. For critical Black women educators working in the hostile racial climates of schools, the ideological marginalization compounds the intersectional racial and gendered alienation they feel. In this article, we theorize the racialization critical…
Descriptors: Critical Theory, African American Teachers, Women Faculty, Elementary Secondary Education
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Vaughn, Margaret – Theory Into Practice, 2020
In this article, research tracing the historical progression of agency within recent educational reforms and empirical research from a variety of classrooms (geographic regions and grade levels) is discussed to document the power of agency across contexts. This article aims to propose a collaborative way of thinking about student agency from…
Descriptors: Student Participation, Elementary Secondary Education, Student Motivation, Power Structure
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Brown, Raymond – Theory Into Practice, 2020
A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of…
Descriptors: Mathematics Instruction, Teaching Methods, Personal Autonomy, Mathematics Teachers
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Alfaro, Cristina – Theory Into Practice, 2019
Due to the preK-12 student growth, the exponential growth of dual-language programs, and the gentrification of dual-language education, the need for critically conscious dual-language teachers is undeniably vital today. Institutions of higher education, in particular colleges of education, find themselves at the center of a transformative era, in…
Descriptors: Bilingual Education Programs, Bilingual Teachers, Teacher Education, Teacher Educators
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Morales, P. Zitlali; Maravilla, Joanna V. – Theory Into Practice, 2019
The increase and popularity of dual language (DL) or two-way immersion programs nationally, and specifically in California, is due to the acceptability of bilingual programs that are inclusive of students whose first language is English, and who are typically of a White, middle-class background. This phenomenon can be explained through the idea of…
Descriptors: Bilingual Education Programs, Immersion Programs, English (Second Language), Second Language Learning
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Jaƒfe-Walter, Reva – Theory Into Practice, 2018
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are…
Descriptors: Immigration, Migrant Children, Ethnography, Leadership Responsibility
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