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Showing 1 to 15 of 34 results Save | Export
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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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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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Wozolek, Boni – Theory Into Practice, 2021
This article argues that chosen family structures are critical for LGBTQ+ youth of color. Further, it articulates the inherent sense of agency that is found in choosing a family--something that not only shapes young ways of being, knowing, and doing but impacts their ability to resist toxic cultural norms that all too often position students for…
Descriptors: LGBTQ People, Family Structure, Social Bias, School Role
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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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Avni, Sharon; Menken, Kate – Theory Into Practice, 2019
This article describes a case study of dual language bilingual education (DLBE) that challenges the model's traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a…
Descriptors: Bilingual Education, Semitic Languages, Urban Schools, Public Schools
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Protacio, Maria Selena – Theory Into Practice, 2019
Social interactions are an essential element of students' reading engagement. Social interactions around reading are an essential component to English learners' (ELs) reading engagement specifically as they provide opportunities to share cultural, linguistic, and intellectual resources. This article examines the effect of positioning on ELs'…
Descriptors: English Language Learners, Interpersonal Relationship, Middle School Students, Reading Motivation
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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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Seglem, Robyn; Garcia, Antero – Theory Into Practice, 2018
Reflecting on how "the very nature of language learning has changed"(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google's 20% approach, this study explored how mentorship, digital tools, and student interests provide…
Descriptors: Multiple Literacies, Middle School Students, Inquiry, Active Learning
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Conklin, Hilary G. – Theory Into Practice, 2018
In this article, I consider what Noddings' ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings' calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how…
Descriptors: Critical Thinking, Middle School Students, Early Adolescents, Student Interests
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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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Gregory, A.; Ruzek, E.; Hafen, C. A.; Mikami, A. Y.; Allen, J. P.; Pianta, R. C. – Theory Into Practice, 2017
In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this…
Descriptors: Video Technology, Teaching Methods, Middle School Teachers, Secondary School Teachers
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Newman, Jane L.; Dantzler, John; Coleman, April N. – Theory Into Practice, 2015
The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by…
Descriptors: STEM Education, Service Learning, Learner Engagement, Middle School Students
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Graf, Edith Aurora; Arieli-Attali, Meirav – Theory Into Practice, 2015
Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpretĀ evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…
Descriptors: Middle School Students, Secondary School Mathematics, Mathematics Education, Thinking Skills
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Schoenfeld, Alan H. – Theory Into Practice, 2015
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives…
Descriptors: Summative Evaluation, Formative Evaluation, Mathematics Tests, Educational Objectives
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