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Showing 1 to 15 of 46 results Save | Export
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Landay, Eileen; Heath, Shirley Brice – Theory Into Practice, 2021
Schools, community organizations, and major cultural entities can address educational inequities by engaging parents and children in arts processes, projects, and performances. Three cases featuring work in the arts show promise in contributing to the positive academic and social development of learners across the socio-economic spectrum. Learning…
Descriptors: Equal Education, Family School Relationship, School Community Relationship, Art Activities
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Baker-Bell, April – Theory Into Practice, 2020
In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes "anti-black linguistic racism" and interrogates the notion of academic language. Following…
Descriptors: English, Language Arts, English Teachers, Academic Language
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Yoo, Monica S. – Theory Into Practice, 2019
This article examines how students from immigrant families position themselves during language brokering acts that blur the boundaries between home and school. It draws upon a community cultural wealth framework (Yosso, 2005), which attends to the cultivation and uptake of rich forms of capital from culturally and linguistically diverse…
Descriptors: Cultural Capital, Immigrants, Student Diversity, Language Attitudes
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Walsh, Daniel – Theory Into Practice, 2018
In this article, I present the ways in which youth participatory action research (YPAR) provides opportunities for academically rigorous and culturally sustaining pedagogy for immigrant high school students learning English. In a course sponsored by the City University of New York's College Now program, I introduced students to the principles of…
Descriptors: Action Research, Participatory Research, Culturally Relevant Education, Immigrants
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Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
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Bajaj, Monisha; Suresh, Sailaja – Theory Into Practice, 2018
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school's approaches allow for greater reciprocity between school and…
Descriptors: High Schools, Public Schools, Immigrants, Holistic Approach
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Noddings, Nel – Theory Into Practice, 2018
Possibly the greatest problem now facing citizens and educators is the increasing polarization in society. In this article, I address today's social and political climate and the challenges it poses to communication and civil discourse. The problem is acute on college and university campuses, as well as in schools. I'll propose one potential…
Descriptors: Social Studies, Secondary School Curriculum, High Schools, Political Attitudes
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Miller, Angela D.; Murdock, Tamera B.; Grotewiel, Morgan M. – Theory Into Practice, 2017
Although research shows that higher-achieving students report engaging in cheating behaviors less frequently than lower-achieving students, the cheating rates among this population are still startling. Certain aspects of the context of being a high-achieving student support academic dishonesty. We investigate integrity among the highest achievers…
Descriptors: Cheating, Ethics, High Achievement, Student Behavior
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Anderman, Eric M.; Koenka, Alison C. – Theory Into Practice, 2017
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic…
Descriptors: Student Motivation, Cheating, Student Behavior, Goal Orientation
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Wilson-Lopez, Amy; Strong, Kristin; Sias, Christina – Theory Into Practice, 2017
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people's lives, it seems especially important that students learn to recognize and…
Descriptors: Critical Literacy, Engineering Education, High School Students, Design
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McGee, Ebony O.; Alvarez, Adam; Milner, H. Richard – Theory Into Practice, 2016
In this article, we posit the salience of colorism as an important aspect of race in the knowledge construction and preparation of teachers. Although many more teacher education programs across the United States have begun to infuse aspects of race into their curricula, there is sparse literature about the role of colorism in teacher preparation…
Descriptors: Preservice Teacher Education, Race, African American Students, Females
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Herro, Danielle – Theory Into Practice, 2015
Because traditional schools struggle to effectively understand, implement, and sustain digital learning initiatives, innovating with digital media in classrooms is a difficult endeavor. Practitioners need examples to better understand conditions necessary to move forward with digital media and learning (DML) in schools. This article provides…
Descriptors: Sustainability, Educational Technology, Technology Uses in Education, Technology Integration
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Peters-Burton, Erin E.; Lynch, Sharon J.; Behrend, Tara S.; Means, Barbara B. – Theory Into Practice, 2014
Historically, the mission of science, technology, engineering, and mathematics (STEM) schools emphasized providing gifted and talented students with advanced STEM coursework. However, a newer type of STEM school is emerging in the United States: inclusive STEM high schools (ISHSs). ISHSs have open enrollment and are focused on preparing…
Descriptors: STEM Education, High Schools, Inclusion, Equal Education
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Choi, Kyong Mi – Theory Into Practice, 2014
The admission process and curriculum for gifted students are crucial because they provide opportunities to explore (OTE) for gifted science, technology, engineering, and mathematics (STEM) students. Korean specialized STEM schools, science academies (SAs) and science high schools (SHSs), claim that their screening process and curricula are based…
Descriptors: Foreign Countries, Academically Gifted, STEM Education, Educational Opportunities
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Talaue, Frederick Toralballa – Theory Into Practice, 2014
Like most developing countries in the world, there is a huge gap in opportunities to access quality science education between students from the high- and low-socioeconomic strata of Philippine society. In establishing its own science, technology, engineering, and mathematics (STEM) high school, despite limited public funding in 1964, the…
Descriptors: Foreign Countries, STEM Education, Access to Education, Socioeconomic Background
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