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Bembenutty, Hefer – Theory Into Practice, 2022
To be academically successful, students need to delay gratification, sustain motivation, keep a high level of self-efficacy, and maintain an appropriate balance within their hot/cool cognitive-affective system. The cognitive-affective personality system includes 5 cognitive-affective mediating components (i.e., individuals' way of…
Descriptors: College Students, Student Motivation, Delay of Gratification, Personality Traits
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Marchand, Gwen C.; Schmidt, Jennifer A.; Linnenbrink-Garcia, Lisa; Harris, Christopher J.; McKinney, David; Liu, Pei Pei – Theory Into Practice, 2022
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from…
Descriptors: Student Motivation, Middle School Teachers, Science Teachers, Curriculum Development
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Klee, Holly L.; Buehl, Michelle M.; Miller, Angela D. – Theory Into Practice, 2022
Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address…
Descriptors: Mathematics Anxiety, Intervention, High School Students, College Students
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Randi, Judi; Corno, Lyn – Theory Into Practice, 2022
This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant…
Descriptors: Student Motivation, Learning Experience, Online Courses, College Students
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Archer, Amerah; Kumar, Revathy; Pilcher, Eric – Theory Into Practice, 2022
Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of…
Descriptors: Minority Group Students, Preservice Teachers, Racial Composition, Expectation
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Flint, Amy Seely; Jaggers, Wanda – Theory Into Practice, 2021
This article describes the impact of asset-based pedagogies in elementary classrooms. Working with concepts such as culturally relevant/sustaining pedagogies, funds of knowledge, and Afro-centric praxis, it is possible to disrupt commonplace and pervasive assumptions about urban and diverse classroom spaces. Drawing from Grade 1 and Grade 4…
Descriptors: Teaching Methods, Elementary Education, Culturally Relevant Education, Cultural Background
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Jackson, Tambra O.; Kazembe, Lasana D.; Morgan, Laryn – Theory Into Practice, 2021
In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their…
Descriptors: Racial Discrimination, Racial Bias, Culturally Relevant Education, Critical Theory
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Braden, Eliza G.; Gibson, Valente' – Theory Into Practice, 2021
The purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing…
Descriptors: Preservice Teachers, Preservice Teacher Education, Culturally Relevant Education, Critical Theory
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Wynter-Hoyte, Kamania; Thornton, Natasha Adams; Smith, Mukkaramah; Jones, Kaitlin – Theory Into Practice, 2021
Guided by Kalamu ya Salaam's Revolutionary Love poem, this article theorizes 3 tenets of revolutionary love in education: (a) self-examination, (b) interconnectedness, and (c) liberation. The authors, a teacher educator, educational consultant, inservice, and preservice teacher will conceptualize how they enact these tenets in teacher education…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Educators, Educational Practices
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Lees, Anna; Tropp Laman, Tasha; Calderón, Dolores – Theory Into Practice, 2021
Settler Colonialism is marked by the permanent move of mostly European settlers into other territories that requires the ongoing displacement and/or elimination of Indigenous peoples, the enslavement and dispossession of Indigenous peoples from Africa, and the individual ownership of land for capital gain. This displacement and elimination takes…
Descriptors: Land Settlement, Early Childhood Education, Preservice Teacher Education, Indigenous Populations
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McKnight, Lucinda – Theory Into Practice, 2021
This article explores challenges faced when curriculum designers address pre-service English teachers as digital writers, in a "teacher as writer" program. The article considers the resilience of print dominance in writing, including in tertiary digital education spaces and how the rhetoric of digital expansion is accompanied by…
Descriptors: Foreign Countries, Preservice Teachers, Curriculum Design, Writing (Composition)
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Baquedano-López, Patricia – Theory Into Practice, 2021
In this article I introduce a framework that centers indigenous educational sovereignty in university-school partnerships. Developed from collaborative work with Indigenous Maya families who are migrants from Yucatan, Mexico, the framework operates from an understanding that Indigenous parents have knowledge that is important for their children to…
Descriptors: Immigrants, American Indian Students, College School Cooperation, Foreign Countries
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Brooks, Katie; Kandel-Cisco, Brooke; Bhathena, Catherine – Theory Into Practice, 2021
Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates…
Descriptors: Professional Identity, Teacher Role, Role Perception, Attitude Change
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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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Morita-Mullaney, Trish – Theory Into Practice, 2021
Emergent Bilingual families interact with their children across their shared languages and resources, creating unique literacy activities. As a form of family engagement, teachers can observe these created literacies within Emergent Bilingual families, and attempt to transport such practices into classrooms. There is, however, a danger that the…
Descriptors: Bilingualism, Multilingualism, Multiple Literacies, Family Relationship
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