NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Buyarski, Catherine A.; Aaron, Robert W.; Hansen, Michele J.; Hollingsworth, Cynthia D.; Johnson, Charles A.; Kahn, Susan; Landis, Cynthia M.; Pedersen, Joan S.; Powell, Amy A. – Theory Into Practice, 2015
This conceptual model emerged from the need to balance multiple purposes and perspectives associated with developing an ePortfolio designed to promote student development and success. A comprehensive review of literature from various disciplines, theoretical frameworks, and scholarship, including self-authorship, reflection, ePortfolio pedagogy,…
Descriptors: Teaching Methods, Portfolios (Background Materials), Internet, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Ambrose, G. Alex; Chen, Helen L. – Theory Into Practice, 2015
This article examines how students can use the ePortfolio tool and platform to facilitate and foster increased opportunities for interactions with formal academic advisors and informal mentors. The learning documented within an ePortfolio can be especially useful as a resource for advisors and mentors who are looking not only to connect with their…
Descriptors: Electronic Publishing, Portfolios (Background Materials), Interaction, Mentors
Peer reviewed Peer reviewed
Direct linkDirect link
Brooks, Katie; Adams, Susan R.; Morita-Mullaney, Trish – Theory Into Practice, 2010
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our…
Descriptors: Social Justice, Second Language Learning, English (Second Language), Principals
Peer reviewed Peer reviewed
Direct linkDirect link
Newman, Karen L.; Samimy, Keiko; Romstedt, Kathleen – Theory Into Practice, 2010
This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs.…
Descriptors: Needs Assessment, Colleges, Second Language Learning, Professional Development