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White, Terrenda – Theory Into Practice, 2020
This article features interview excerpts from 10 Black women who worked as educators in marketized cities and schools, including urban charter schools operated by charter management organizations, and independent schools, known as standalone charter schools. Using a critical race policy framework, the article considers the pedagogical implications…
Descriptors: African American Teachers, Women Faculty, Females, Urban Schools
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Cope, Bill; Kalantzis, Mary; Smith, Anna – Theory Into Practice, 2018
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach…
Descriptors: Teaching Methods, Multiple Literacies, Transformative Learning, Educational Policy
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Garcia, Antero; Luke, Allan; Seglem, Robyn – Theory Into Practice, 2018
In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in…
Descriptors: Role, Multiple Literacies, Social Change, Educational Change
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Mensah, Felicia Moore – Theory Into Practice, 2013
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher…
Descriptors: Equal Education, Student Diversity, Science Instruction, Science Teachers
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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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Pandya, Jessica Zacher – Theory Into Practice, 2012
In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical…
Descriptors: Critical Thinking, Thinking Skills, Elementary School Curriculum, Inquiry
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Nolen, Susan Bobbitt – Theory Into Practice, 2011
Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (Brophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative…
Descriptors: Social Systems, Formative Evaluation, Motivation, Social Structure
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Turner, Terri; Wilson, Daniel Gray – Theory Into Practice, 2010
This article presents the voices of three central thinkers in the documentation movement in a round-table discussion that explores the key questions regarding the definition of documentation, common misunderstandings of the strategy, lessons that have emerged over decades of documenting in various contexts, and puzzles that are emerging for the…
Descriptors: Foreign Countries, Reggio Emilia Approach, Teaching Styles, Documentation
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Hoyle, John R.; Kutka, Timothy M. – Theory Into Practice, 2008
Futurists, policy makers, and other stakeholders propose sweeping reforms of the American education system. However, there is little evidence that the current add-on, underfunded system will reverse the failure pattern among children of color and those living in poverty. This article presents a dramatic and feasible proposal to establish a…
Descriptors: Public Schools, Elementary Secondary Education, Educational Change, College School Cooperation
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Haberman, Martin – Theory Into Practice, 2007
This author speculates about who benefits from school failure. The article is grounded in the author's personal reflections over 50 years of involvement with urban schools, teachers, students, and administrators. He provides an in-depth critique of identifying the causes of school failure in the personal shortcomings of children and their families…
Descriptors: Mythology, Urban Schools, School Effectiveness, Academic Failure
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Blanchett, Wanda J.; Wynne, Joan – Theory Into Practice, 2007
This article represents a conversation between two urban educators--one African American and one White. Not only the influence of race, but also the influence of personal and cultural histories on urban classrooms and colleges, unfold during their conversation. Providing important insights into the nature and significance of the work of urban…
Descriptors: Race, Teacher Educators, Urban Education, Interpersonal Communication
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Randi, Judi; Corno, Lyn – Theory Into Practice, 2007
This article explores a new approach to taking theory into practice--one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer--applying teaching and learning principles in…
Descriptors: Theory Practice Relationship, Teaching Methods, Transfer of Training, Educational Practices
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Frey, Nancy – Theory Into Practice, 2006
General education classrooms are increasingly diverse as students with and without disabilities learn alongside one another. At each level, all students are learning to read and reading to learn standards-based content. A worry among some general and special educators who otherwise support the principles of inclusive education is what to do about…
Descriptors: Individual Instruction, Reading Instruction, General Education, Disabilities
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Cone, Joan Kernan – Theory Into Practice, 2006
In this article, I argue that 9th-grade English can be a fertile environment for demonstrating that students who come to high school with diverse skill levels and from racially and socioeconomically diverse communities can learn with and from each other. It is not enough, however, that the 9th-grade English teacher believes that all students can…
Descriptors: Grade 9, English Instruction, Skill Development, Writing Skills
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Hyland, Nora E. – Theory Into Practice, 2006
This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match…
Descriptors: Track System (Education), Social Studies, Teaching Methods, Democracy
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