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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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Dyson, Anne Haas – Theory Into Practice, 2020
In this article, I adopt a practice theory consideration of student agency, that is, I consider students' power to act on their interests and intentions, on their own inclinations; this will-to-act-on-the-world is central to becoming an active, adaptive participant across the life span. As practice theorist Shery Ortner has explained, none of us…
Descriptors: Student Empowerment, Intention, Ethnography, Classroom Environment
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Cusick, Philip A. – Theory Into Practice, 2014
No Child Left Behind (NCLB) and Race to the Top (RTTT) are part of a widely heralded and visible change effort, providing a powerful force--replete with evidence, logic, money, and voice--that is changing public schooling away from locally run and state-subsidized, into a federal-state-controlled enterprise. The article begins by situating the…
Descriptors: Federal Legislation, Educational Legislation, Educational Change, Educational History
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Ashby, Christine; Burns, Janice; Royle, Joan – Theory Into Practice, 2014
As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools,…
Descriptors: Inclusion, Reading Skills, Elementary School Students, Grants
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Hamann, Edmund T.; Reeves, Jenelle – Theory Into Practice, 2013
Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common…
Descriptors: English (Second Language), English Language Learners, Teacher Attitudes, Second Language Learning
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de Jong, Ester J.; Harper, Candace A.; Coady, Maria R. – Theory Into Practice, 2013
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation…
Descriptors: English Language Learners, Elementary School Teachers, Elementary School Students, Expertise
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Lee, Okhee; Buxton, Cory A. – Theory Into Practice, 2013
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Academic Achievement
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McGinnis, J. Randy – Theory Into Practice, 2013
A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving…
Descriptors: Science Instruction, Social Justice, Disabilities, Equal Education
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Turkan, Sultan; DaSilva Iddings, Ana Christina – Theory Into Practice, 2012
In this article, we utilize the concepts of conceptual metaphors, cultural models, and master myths to discuss the ways by which three new immigrant children, native speakers of Spanish, were developing conceptions of English language, literacy, and learner's identities. Our findings point to 3 main metaphors that were often implicit in the school…
Descriptors: Educational Environment, Immigrants, Second Language Learning, Scoring
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Sallee, Margaret W.; Flood, Julee T. – Theory Into Practice, 2012
Too often, researchers get a bad name for engaging in inquiry that is inaccessible to the practitioner and policy communities who could most benefit from it. Although speaking to others in the scholarly community is important, researchers must also be able to translate their results into more accessible language for multiple audiences. This…
Descriptors: Qualitative Research, Educational Research, Theory Practice Relationship, Educational Policy
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Hughes, Charles A.; Dexter, Douglas D. – Theory Into Practice, 2011
Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…
Descriptors: Evidence, Early Intervention, Learning Disabilities, Response to Intervention
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Jitendra, Asha K.; Star, Jon R. – Theory Into Practice, 2011
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive…
Descriptors: Mathematics Education, Learning Disabilities, Cognitive Psychology, Word Problems (Mathematics)
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Menken, Kate – Theory Into Practice, 2010
This article highlights key issues surrounding the assessment and accountability mandates of No Child Left Behind (NCLB) for English language learners (ELLs). The policy requires high-stakes testing of ELLs in English--a language that these students, by definition, have not yet mastered. After offering background on current federal education…
Descriptors: Federal Legislation, Academic Achievement, Accountability, English (Second Language)
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Popham, W. James – Theory Into Practice, 2009
In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to…
Descriptors: Preservice Teacher Education, Inservice Teacher Education, Professional Development, Accountability
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Gallagher, Chris W. – Theory Into Practice, 2009
In this article, the author argues that educational policymaking, teaching, and assessment are most effective and ethical when they are carried out with attention to local contexts. He explores this concept through a consideration of Nebraska's unique School-based, Teacher-led Assessment and Reporting System (STARS), which created a statewide…
Descriptors: Formative Evaluation, Standardized Tests, Testing Programs, State Legislation
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