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Showing 1 to 15 of 79 results Save | Export
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Bertram Gallant, Tricia – Theory Into Practice, 2017
In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in…
Descriptors: Integrity, Theory Practice Relationship, Educational Environment, Instructional Improvement
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Rettinger, David A. – Theory Into Practice, 2017
Given that students at secondary and postsecondary levels believe that certain behaviors are morally wrong and consider them cheating, they still perform them, albeit infrequently. This article examines the psychology of cheating, emphasizing individual psychological factors that influence integrity behavior. From this research, strategies to…
Descriptors: Cheating, Prevention, Emotional Problems, Student Attitudes
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Tatum, Holly; Schwartz, Beth M. – Theory Into Practice, 2017
Although there is evidence of cheating at all levels of education, institutions often do not implement or design integrity policies, such as honor codes, to prevent and adjudicate academic dishonesty. Further, faculty members rarely discuss academic integrity expectations or policies with their students. When cheating does occur, faculty members…
Descriptors: Integrity, Evidence Based Practice, Program Improvement, Ethics
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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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Gasman, Marybeth; Abiola, Ufuoma – Theory Into Practice, 2016
Complexion privilege and color bias have long acted in concert with racism to foster intraracial forms of stratification among African Americans such as the tendency for educational levels and other measureable outcomes (e.g., income) to correspond with skin tone. In this article, we examine the salience of color prejudice at Historically Black…
Descriptors: Black Colleges, Race, Social History, Racial Attitudes
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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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Theoharis, George; Causton, Julie – Theory Into Practice, 2014
It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students--inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with…
Descriptors: Educational Change, Leadership Role, Inclusion, Mainstreaming
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Hernandez, Frank; Fraynd, Donald J. – Theory Into Practice, 2014
The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been…
Descriptors: Leadership Role, Sexual Identity, Sexual Orientation, Inclusion
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Massell, Diane; Perrault, Paul – Theory Into Practice, 2014
The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding--more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart…
Descriptors: Alignment (Education), Academic Standards, State Standards, Educational Change
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Turner, Jennifer D.; Danridge, Jocelyn C. – Theory Into Practice, 2014
Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the…
Descriptors: Career Readiness, College Readiness, Acceleration (Education), Elementary School Students
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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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Polanin, Megan; Vera, Elizabeth – Theory Into Practice, 2013
School bullying exists as a societal epidemic that affects millions of school-aged students (Espelage & Holt, 2012). Youths involved in bullying--whether perpetrating, witnessing, or being victimized--face inequitable access to school-based resources and opportunities aimed at academic growth and empowerment. This article conceptualizes school…
Descriptors: Social Justice, Bullying, Prevention, Intervention
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Schmidt, Patrick K. – Theory Into Practice, 2012
The difference between systemic change and the micro level engagements or modest kinds of successes that teachers hope for is a largely unaddressed issue in music education policy and leadership. This article outlines a few propositions that place the notion of critical leadership as a central element in music and education focusing on the notion…
Descriptors: Music Education, Music, Educational Practices, Leadership
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Given, Heidi; Kuh, Lisa; LeeKeenan, Debbie; Mardell, Ben; Redditt, Susan; Twombly, Susan – Theory Into Practice, 2010
This article considers how documentation as a professional development tool acts as a change agent for teachers and how collective engagement in the documentation process mediates the inherent tensions of working and learning in a group. Three groups of educators, at three distinct schools, used Reggio Emilia-inspired documentation as the…
Descriptors: School Culture, Change Agents, Educational Change, Reggio Emilia Approach
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Loeb, Hilary; Elfers, Ana M.; Plecki, Margaret L. – Theory Into Practice, 2010
The expectation for schools to continually improve outcomes for students underscores the importance of tapping teacher leaders' contributions in school improvement and renewal efforts. As National Board (NB) certification has become a common feature of state and district policies to improve teaching and learning, it is worthwhile to explore how…
Descriptors: National Standards, Educational Change, Teacher Leadership, Instructional Leadership
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