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Showing 1 to 15 of 32 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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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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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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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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Ryoo, Kihyun; Linn, Marcia C. – Theory Into Practice, 2015
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained…
Descriptors: Secondary School Science, Middle School Students, Science Instruction, Biological Sciences
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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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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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Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNeill, Katherine L. – Theory Into Practice, 2015
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments--understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the…
Descriptors: Middle School Teachers, Science Teachers, Science Instruction, Secondary School Science
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