NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 815 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Jeesoo; Lee, Hyun Ji; Bong, Mimi – Theory Into Practice, 2022
Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students' self-efficacy beliefs in math, especially the practices that change young learners' mindset and gender stereotypes in math. We briefly…
Descriptors: Self Efficacy, Student Attitudes, Mathematics Instruction, Sex Stereotypes
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Randi, Judi; Corno, Lyn – Theory Into Practice, 2022
This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant…
Descriptors: Student Motivation, Learning Experience, Online Courses, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Callan, Gregory L.; DaVia Rubenstein, Lisa; Barton, Tyler; Halterman, Aliya – Theory Into Practice, 2022
Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect…
Descriptors: Student Motivation, Self Control, Learning Strategies, Study Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Louick, Rebecca; Muenks, Katherine – Theory Into Practice, 2022
Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article…
Descriptors: Learning Disabilities, Students with Disabilities, Student Motivation, Goal Orientation
Peer reviewed Peer reviewed
Direct linkDirect link
Ieva, Kara; Beasley, Jordon – Theory Into Practice, 2022
Evidence suggests teachers, intentionally and unintentionally, perpetuate racist practices in the classroom affecting students' grades, engagement, opportunities, and mental health. Over time these collective experiences result in generational academic trauma. Within educational settings, school counselors (SCs) work in a myriad of ways to…
Descriptors: Racial Bias, Cultural Awareness, Social Emotional Learning, School Counselors
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Dustin W.; Stewart, Jaime S.; Brown, Melvin J. – Theory Into Practice, 2022
Arguably, K-12 schools are caught in the crossfire of a political divide in this country. This division is evidenced through examples of parent frustration toward school leaders' attempts (or lack thereof) to address important topics like racism in schools. Although the democratic ideal promotes student exposure to differing viewpoints in order to…
Descriptors: Elementary Secondary Education, Crisis Management, Social Emotional Learning, Parent School Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Mayes, Renae D.; Pianta, Rebecca; Oglesby, Alicia; ZyromskI, Brett – Theory Into Practice, 2022
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively…
Descriptors: Social Emotional Learning, Racial Discrimination, Freedom, Empowerment
Peer reviewed Peer reviewed
Direct linkDirect link
Leonard, Ann M.; Woodland, Rebecca H. – Theory Into Practice, 2022
There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or…
Descriptors: Racial Bias, Social Justice, Social Emotional Learning, Communities of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Foster, James Lamar; Louis, Lawrence; Winston, Elizabeth – Theory Into Practice, 2022
This article examines the ways in which racist structures negatively affect students' social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level…
Descriptors: Racial Bias, Social Emotional Learning, School Districts, Guidelines
Peer reviewed Peer reviewed
Direct linkDirect link
Edirmanasinghe, Natalie A.; Levy, Ian P.; Ieva, Kara; Tarver, Shuntay Z. – Theory Into Practice, 2022
As youth in the United States continue to become diverse, it is important for the practices educators adopt to be inclusive and antiracist. Youth Participatory Action Research (YPAR) is a pedagogy that aligns with the social emotional learning competencies and the tenets of antiracist education. We propose that school counselors are best…
Descriptors: Action Research, Participatory Research, Inclusion, Racial Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Susan J.; Lettis, Melissa B.; Mahfouz, Julia; Vaughn, Margaret – Theory Into Practice, 2022
When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning…
Descriptors: Racial Bias, Social Emotional Learning, Kindergarten, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Flint, Amy Seely; Jaggers, Wanda – Theory Into Practice, 2021
This article describes the impact of asset-based pedagogies in elementary classrooms. Working with concepts such as culturally relevant/sustaining pedagogies, funds of knowledge, and Afro-centric praxis, it is possible to disrupt commonplace and pervasive assumptions about urban and diverse classroom spaces. Drawing from Grade 1 and Grade 4…
Descriptors: Teaching Methods, Elementary Education, Culturally Relevant Education, Cultural Background
Peer reviewed Peer reviewed
Direct linkDirect link
Flores, Tracey T.; Springer, Sandra – Theory Into Practice, 2021
Humanizing family engagement practices seek to foster the community cultural wealth and funds of knowledge to working with and for immigrant families and communities. In this manuscript we explore asset-based theories for working alongside families and communities in our schools, with a focus on classroom examples for involving parents and…
Descriptors: Cultural Maintenance, Family Involvement, Curriculum Development, Culturally Relevant Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  55