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Showing 1 to 15 of 21 results Save | Export
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Blair, Alissa; Haneda, Mari – Theory Into Practice, 2021
There is widespread consensus that parental involvement in their children's education contributes to the children's success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many…
Descriptors: Partnerships in Education, Family School Relationship, Parent School Relationship, Parent Participation
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Brock, Matthew E.; Schaefer, John M.; Seaman, Rachel L. – Theory Into Practice, 2020
Supporting agency can be complex and challenging, especially when teaching students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who are eligible for their state's alternate assessment). In this article, we compare Bandura's model of agency with constructs from the severe disabilities…
Descriptors: Self Determination, Severe Disabilities, Students with Disabilities, Student Empowerment
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Farinde-Wu, Abiola; Butler, Bettie Ray; Allen-Handy, Ayana – Theory Into Practice, 2020
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this…
Descriptors: African American Teachers, Public School Teachers, Elementary School Teachers, Secondary School Teachers
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Quezada, Reyes; Alexandrowicz, Viviana – Theory Into Practice, 2019
Preparing effective dual-language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because society owes it to its school children. This chapter discusses cultural proficiency as a theoretical framework to develop culturally proficient global dual-language teachers. The goal is to prepare…
Descriptors: Teacher Competencies, Cultural Awareness, Bilingual Education, Teacher Education Programs
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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
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Staley, Sara; Leonardi, Bethy – Theory Into Practice, 2019
This article examines the complex, deeply personal processes that elementary educators engage as they learn to become inclusive practitioners of gender and sexual diversity (GSD). We complicate literature that highlights structural barriers and negative influences such as lack of administrative support and homophobic attitudes as key factors that…
Descriptors: Sexual Identity, Gender Issues, Barriers, Social Bias
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Lowenhaupt, Rebecca; Montgomery, Nicholl – Theory Into Practice, 2018
In this article, we consider the ways in which family engagement practices foster sites of possibility for immigrant families in the public schools. As demographic change leads to a growing number of new immigrant destinations and amidst increasing hostility toward immigrant communities, educational institutions play an increasingly important role…
Descriptors: School Districts, Partnerships in Education, Immigrants, Family School Relationship
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Siqueira, Domingos Sávio Pimentel; Landau, Julia; Paraná, Raul Albuquerque – Theory Into Practice, 2018
After an exponential uptake in Europe over the past 2 decades, content and language integrated learning (CLIL) is being increasingly adopted in South American countries, where it has been "embraced quickly and enthusiastically by stakeholders" (Lasagabaster & Doiz, 2016, p. 1). Although valuable lessons can be learned from the…
Descriptors: Course Content, Interdisciplinary Approach, Second Language Learning, Second Language Instruction
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Díaz Pérez, Wendy; Fields, Donna Lee; Marsh, David – Theory Into Practice, 2018
The continued emergence of content and language integrated learning (CLIL) is linked to how it creates, adopts, and leads to the design of innovative didactic processes. In systems, theory emergence occurs when features of smaller entities are brought together through interaction to form a larger ecosystem, one that acquires qualities not readily…
Descriptors: Second Language Learning, Second Language Instruction, Innovation, Barriers
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Kramarczuk Voulgarides, Catherine; Tefera, Adai – Theory Into Practice, 2017
Racial disproportionality in special education is a deep seated and complex educational inequity plaguing the United States educational system. In this article we outline how the Individuals with Disabilities Education Act, although a civil rights based legislation, cannot sufficiently address racially disproportionate outcomes in special…
Descriptors: Disabilities, School Policy, Disproportionate Representation, Special Education
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Vaughn, Margaret; Parsons, Seth A.; Burrowbridge, Sarah Cohen; Weesner, Janice; Taylor, Laurel – Theory Into Practice, 2016
Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term "adaptability" means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators,…
Descriptors: Teacher Attitudes, Reflection, Definitions, Barriers
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Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee – Theory Into Practice, 2016
Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…
Descriptors: Teacher Improvement, Faculty Development, Teaching Methods, Teaching Models
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Ring, Gail L. – Theory Into Practice, 2015
Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies…
Descriptors: Models, Portfolio Assessment, Formative Evaluation, Feedback (Response)
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Capper, Colleen A.; Young, Michelle D. – Theory Into Practice, 2014
In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of…
Descriptors: Social Justice, Educational Administration, Leadership Role, Figurative Language
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Kim, Youb; Erekson, James; Bunten, Bridget A.; Hinchey, Patricia – Theory Into Practice, 2014
Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey…
Descriptors: Educational Change, Sustainability, Faculty Development, Beginning Teachers
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