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Showing 1 to 15 of 65 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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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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Valdivia, Andrea – Theory Into Practice, 2021
Much of the everyday lives of young people happens on social media, mainly those image-centric platforms, like Instagram. Participation in these platforms has increased practices of meaning-making associated with vernacular literacies. Digital production on Instagram articulates traditions from vernacular writing and photography and is…
Descriptors: Video Technology, Film Production, Social Media, Multimedia Materials
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Dozono, Tadashi – Theory Into Practice, 2021
When classrooms fail to provide racially marginalized students with frameworks that explain their daily experiences, sometimes students turn to conspiracy theories, however inaccurate. This article links marginalized students' critiques of society and paranoid readings of the world with civic reasoning. Through queer and critical race theory, this…
Descriptors: Civics, Minority Group Students, LGBTQ People, Student Attitudes
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Doerr-Stevens, Candance; Gibson, Melissa Leigh – Theory Into Practice, 2021
As political participation across the globe grows increasingly contentious and accusations of "fake news" and "post-truth" politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and…
Descriptors: Consciousness Raising, Video Technology, Inquiry, Citizenship Education
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Sánchez Loza, Dinorah – Theory Into Practice, 2021
Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the…
Descriptors: Advantaged, Suburban Schools, High Schools, Whites
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Monreal, Timothy; Floyd, Reina – Theory Into Practice, 2021
In this article, we expand the geographic narratives of Latinx teachers by first outlining how such teachers are desired to be a certain type of "cultural ambassador" in the US South, and second, how one teacher eschews this construction to instead center political agency and a democratic praxis toward racial justice. Whereas cultural…
Descriptors: Hispanic Americans, Teachers, Teacher Role, Resistance (Psychology)
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Graves, Daren – Theory Into Practice, 2021
In order to position Black and Latinx youth to challenge racism and other dynamics of oppression, their education must be oriented toward equipping them with the requisite skills and sense of efficacy. This article makes an argument for teachers having to develop a reciprocal sense of authority rooted in their students' freedom in the face of…
Descriptors: African American Students, Hispanic American Students, Power Structure, Racial Bias
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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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Farinde-Wu, Abiola; Butler, Bettie Ray; Allen-Handy, Ayana – Theory Into Practice, 2020
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this…
Descriptors: African American Teachers, Public School Teachers, Elementary School Teachers, Secondary School Teachers
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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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Warriner, Doris S.; Fredricks, Daisy E.; Duran, Chatwara Suwannamai – Theory Into Practice, 2020
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A…
Descriptors: Refugees, Academic Language, Elementary School Students, Secondary School Students
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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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Ramirez, Pablo; Ross, Lydia – Theory Into Practice, 2019
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented.…
Descriptors: Secondary School Students, Bilingual Education Programs, Teaching Methods, Ethnography
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