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Theory into Practice1001
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Showing 1 to 15 of 1,001 results Save | Export
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Milner, H. Richard – Theory into Practice, 2003
Advances a concept of race reflection in cultural contexts, addressing: the necessity of race reflection in cultural contexts for both white and racial minority teachers; racial and cultural mismatches between teachers and students which could stifle learning; and the need for pedagogical tools to enhance discussions and activities around this…
Descriptors: Cultural Awareness, Elementary Secondary Education, Minority Group Teachers, Racial Attitudes
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Gay, Geneva; Kirkland, Kipchoge – Theory into Practice, 2003
Asserts that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education; discusses how teacher education students avoid engaging with racial issues in education (silence, diversion, guilt, and benevolent liberalism); and suggests strategies to…
Descriptors: Consciousness Raising, Critical Thinking, Cultural Awareness, Elementary Secondary Education
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Birmingham, Carrie – Theory into Practice, 2003
Maps the intersection of cultural diversity, reflective teaching, and moral value, synthesizing them into a consistent model and exploring implications for teaching and teacher education. This model of reflection is phronesis, the virtue of thought that permits correct reasoning in decisions involving virtues of character. Illustrated by stories…
Descriptors: Cultural Awareness, Elementary Secondary Education, Higher Education, Moral Values
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Howard, Tyrone C. – Theory into Practice, 2003
Offers critical reflection as a prelude to creating culturally relevant teaching strategies, outlining theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education and asserting that the development of culturally relevant teaching strategies is contingent upon critical reflection about…
Descriptors: Critical Thinking, Cultural Awareness, Culturally Relevant Education, Elementary Secondary Education
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Cross, Beverly – Theory into Practice, 2003
Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in…
Descriptors: Cultural Awareness, Elementary Secondary Education, Preservice Teacher Education, Racial Attitudes
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Rousseau, Celia; Tate, William F. – Theory into Practice, 2003
Describes a framework to support teachers' reflection about school mathematics and traditionally underserved students, focusing on a study of the beliefs of a group of high school mathematics teachers. The paper asserts that the teachers' views of equity and race blocked substantive reflection about the nature of their instructional practices and…
Descriptors: Cultural Awareness, Disadvantaged Youth, Equal Education, Mathematics Education
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Ford, Donna Y.; Grantham, Tarek C. – Theory into Practice, 2003
Discusses why diverse students are underrepresented in gifted education, noting ways to recruit and retain more diverse students into gifted programs. Factors contributing to the persistent underrepresentation of black students in gifted education are presented, along with suggestions for change. The article's central premise is that deficit…
Descriptors: Academically Gifted, Access to Education, Blacks, Elementary Secondary Education
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Tillman, Linda c. – Theory into Practice, 2003
Presents a case study of a mentoring triad involving a first-year, African American teacher, her mentor, and her principal, noting the use of reflection and reciprocal journaling to reflect on and dialogue about the challenges of teaching in a large urban high school. The article focuses on the teacher's professional competence and the teacher as…
Descriptors: Beginning Teachers, Black Teachers, Journal Writing, Mentors
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Lin, Xiaodong; Kinzer, Charles K. – Theory into Practice, 2003
Explores the potential for using technological tools to foster teacher understanding of cultural diversity and promote teacher reflection, reviewing studies in which different technologies were used in ways that allowed implicit teacher and student beliefs to become more explicit and easier to reflect on. The paper focuses on technological…
Descriptors: Cultural Awareness, Educational Technology, Elementary Secondary Education, Information Technology
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Sharp, Kathleen M. – Theory into Practice, 2003
Describes an English teacher's reflection in a suburban, predominantly white, middle class high school. This teacher's praxis is based on the assumption that culture influences how students learn, and culturally and linguistically diverse students will experience greater academic success when teachers work to consciously and consistently adapt…
Descriptors: Cognitive Style, Cultural Awareness, Culturally Relevant Education, English
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Hoffman-Kipp, Peter; Artiles, Alfredo J.; Lopez-Torres, Laura – Theory into Practice, 2003
Identifies the limits of the traditional view of reflection, asserting that reflection is an artifact and a practice embedded in a larger process (teacher learning) and outlining basic notions of a cultural-historical vision of learning as praxis in which reflection is embedded. The paper also asserts that a new vision of critical, situated…
Descriptors: Cultural Awareness, Cultural Relevance, Elementary Secondary Education, Racial Attitudes
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McCombs, Barbara L. – Theory into Practice, 2003
Introduces a theme issue on learner-centered psychological principles (LCP), which undergird learner-centered teaching. Learner-centered teaching embodies the notion of learning partnerships between teachers and students. The articles address such issues as applying LCP in middle school, high school, and teacher education; postsecondary strategies…
Descriptors: Elementary Secondary Education, Literacy Education, Postsecondary Education, Student Centered Curriculum
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McCombs, Barbara L. – Theory into Practice, 2003
Summarizes the historical context for development of the Learner-Centered Psychological Principles (LCPs), discussing why LCPs and their practices are particularly important in the current educational reform era; offering implications for practice; noting how LCPs can contribute to a national framework for the systemic redesign of K-20 education;…
Descriptors: Educational Change, Elementary Secondary Education, Psychological Needs, Student Centered Curriculum
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Daniels, Denise H.; Perry, Kathryn E. – Theory into Practice, 2003
Presents insights from interviews with elementary students in the form of lessons learned regarding learner-centered principles and self-determination theory. Children note and endorse learner-centered principles, particularly those addressing their desires for teacher care and support, tasks promoting new learning and increased competence, and…
Descriptors: Elementary Education, Elementary School Students, Self Determination, Student Attitudes
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Meece, Judith L. – Theory into Practice, 2003
Draws on a motivational framework for examining the use of Learner-Centered Psychological Principles (LCPs) to improve middle school student's academic engagement and achievement. Surveys of 2,200 diverse middle school students indicated that students reported more positive forms of motivation and greater academic engagement when they perceived…
Descriptors: Academic Achievement, Middle School Students, Middle Schools, Student Attitudes
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