NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Type
Journal Articles104
Reports - Research104
Information Analyses6
Opinion Papers3
Laws, Policies, & Programs
Bilingual Education Act 19681
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 104 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kervin, Lisa; Comber, B. – Theory Into Practice, 2021
Many young children engage independently and/or collaboratively in self-initiated digital experiences. These experiences vary and may include digital play or gaming, web searching, communication with others, and with curriculum and entertainment-related content. Yet children's digital experiences are contingent upon the design of the technologies…
Descriptors: Foreign Countries, Preschool Children, Books, Technology Uses in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Kibler, Amanda K.; Palacios, Natalia; Paulick, Judy; Hill, Tatiana – Theory Into Practice, 2020
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how…
Descriptors: Language Usage, Family Environment, Siblings, Hispanic Americans
Peer reviewed Peer reviewed
Direct linkDirect link
Jotia, Agreement L.; Biraimah, Karen L.; Kurtz, Brianna A. – Theory Into Practice, 2020
This work explores how short-term study abroad programs in emerging nations might be redesigned to become more beneficial to host institutions and communities, while providing more responsive, transformative learning experiences for students, and analyze how study abroad programs, as well as follow-on grant and research programs, can also be the…
Descriptors: Study Abroad, Transformative Learning, Developing Nations, Developed Nations
Peer reviewed Peer reviewed
Direct linkDirect link
Fránquiz, María E.; Leija, María G.; Salinas, Cinthia S. – Theory Into Practice, 2019
The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for…
Descriptors: Bilingual Teachers, Metalinguistics, Educational Legislation, Bilingual Education
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Meyer, Elizabeth J.; Quantz, Mary; Taylor, Catherine; Peter, Tracey – Theory Into Practice, 2019
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a…
Descriptors: Elementary School Teachers, Homosexuality, Sexual Orientation, Sexual Identity
Peer reviewed Peer reviewed
Direct linkDirect link
Brochin, Carol – Theory Into Practice, 2019
This article provides insights into what is possible when a bilingual teacher education program provides support for teachers who want to discuss lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in their classrooms. This study is set in Southern Arizona, a bilingual, multicultural community in predominantly Mexican American…
Descriptors: Bilingual Education, Homosexuality, Teacher Education Programs, Cultural Pluralism
Peer reviewed Peer reviewed
Direct linkDirect link
Hermann-Wilmarth, Jill M.; Ryan, Caitlin Law – Theory Into Practice, 2019
One of the most common responses from pre- and in-service teachers related to addressing lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary school is a concern about parents' responses. This article explores these concerns by examining two elementary school teachers' interactions with parents in relation to their…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Lizárraga, José Ramón; Gutiérrez, Kris D. – Theory Into Practice, 2018
This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary--spaces that are not always sanctioned as educational. Leveraging youths' repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their…
Descriptors: Multiple Literacies, Hispanic American Students, Bilingual Students, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Thibaut, Patricia; Curwood, Jen Scott – Theory Into Practice, 2018
Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over…
Descriptors: Foreign Countries, Multiple Literacies, Elementary School Students, Blended Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Seglem, Robyn; Garcia, Antero – Theory Into Practice, 2018
Reflecting on how "the very nature of language learning has changed"(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google's 20% approach, this study explored how mentorship, digital tools, and student interests provide…
Descriptors: Multiple Literacies, Middle School Students, Inquiry, Active Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Margary; Suárez-Orozco, Carola – Theory Into Practice, 2018
Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the…
Descriptors: Immigrants, Migrant Children, Case Studies, Educational Needs
Peer reviewed Peer reviewed
Direct linkDirect link
Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
Peer reviewed Peer reviewed
Direct linkDirect link
Aldana, Ursula S.; Martinez, Danny C. – Theory Into Practice, 2018
Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how…
Descriptors: Communities of Practice, Spanish Speaking, Faculty Development, Interviews
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7