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Brownell, Cassie J. – Theory Into Practice, 2021
Drawing from data generated in a third-grade classroom in the months following the 2016 US presidential election, this article zooms in on self-produced videos a child made of her writing process. Organized around 3 "takes" of the child's writing, the author provides readers a glimpse into (1) the child's composing in the videos, (2) a…
Descriptors: Elementary School Students, Grade 3, Writing Processes, Video Technology
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McVee, Mary; Silvestri, Katarina; Shanahan, Lynn; English, Ken – Theory Into Practice, 2017
This article [explores] the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more…
Descriptors: After School Programs, Clubs, Females, English Language Learners
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Faircloth, Beverly S.; Miller, Samuel D. – Theory Into Practice, 2011
Harnessing insights from Brophy's (1999, 2008, 2010) notion of scaffolding students' appreciation of learning, this article tackles challenges to student engagement, especially among reluctant students, by exploring two classroom settings in which students' valuing of school content and activities supported their engagement and achievement. The…
Descriptors: Learner Engagement, Class Activities, Learning Activities, Student Motivation
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Wanzek, Jeanne; Vaughn, Sharon – Theory Into Practice, 2010
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions…
Descriptors: Reading Difficulties, Teaching Methods, Intervention, Instructional Effectiveness
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Hetland, Lois; Cajolet, Sharron; Music, Louise – Theory Into Practice, 2010
This article illustrates the effects of embedding a common language derived from research, conducted through Project Zero at the Harvard Graduate School of Education, into teachers' documentations of classroom experiences. It suggests that documentation can be enhanced by using shared professional vocabularies that describe categories important in…
Descriptors: Visual Arts, Documentation, Photography, Art Teachers
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Dutro, Elizabeth – Theory Into Practice, 2009
This article focuses on the everyday ways that children's perspectives on and experiences within urban schools are chronicled and interpreted. Drawing on illustrations from two students' experiences across a school year in one classroom, the author argues that students in urban schools are everyday documentarians, sharing their relationships to…
Descriptors: Urban Schools, Classroom Environment, Classroom Techniques, Student Experience