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Showing 1 to 15 of 42 results Save | Export
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Teemant, Annela; Borgioli Yoder, Gina; Sherman, Brandon J.; Santamaría Graff, Cristina – Theory Into Practice, 2021
Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of…
Descriptors: Equal Education, Inclusion, Partnerships in Education, Family School Relationship
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Brooks, Katie; Kandel-Cisco, Brooke; Bhathena, Catherine – Theory Into Practice, 2021
Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates…
Descriptors: Professional Identity, Teacher Role, Role Perception, Attitude Change
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Jackson, Tambra O.; Kazembe, Lasana D.; Morgan, Laryn – Theory Into Practice, 2021
In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their…
Descriptors: Racial Discrimination, Racial Bias, Culturally Relevant Education, Critical Theory
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Braden, Eliza G.; Gibson, Valente' – Theory Into Practice, 2021
The purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing…
Descriptors: Preservice Teachers, Preservice Teacher Education, Culturally Relevant Education, Critical Theory
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Kinard, Timothy; Gainer, Jesse; Valdez-Gainer, Nancy; Volk, Dinah; Long, Susi – Theory Into Practice, 2021
This article examines the role of play-based early childhood programs in perpetuating or interrupting messages of white supremacy which murder the spirits of Black children while reinforcing a sense of entitlement in white children. We ask educators to consider what children's play might look like if pro-Black teaching and anti-racist teaching…
Descriptors: Play, Early Childhood Education, Racial Bias, Racial Discrimination
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Major, Jae – Theory Into Practice, 2020
International teaching experiences are increasingly being offered as an option in teacher education programs as a way of addressing goals related to internationalization such as developing intercultural competence and preparing teachers for "super-diversity" in education. However, there has also been some concern expressed that…
Descriptors: Teacher Education Programs, International Programs, Stereotypes, Social Bias
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Newton, Jill; Oudghiri, Stephanie; Obenchain, Kathryn; Phillion, JoAnn – Theory Into Practice, 2020
How do preservice teachers (PSTs) understand social justice within the context of education-focused study abroad programs? How might traveling across cultural borders facilitate PSTs'™ development of a social justice mindset? Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article…
Descriptors: Preservice Teachers, Social Justice, Study Abroad, Teacher Education Programs
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Sharma, Suniti – Theory Into Practice, 2020
Scholarship in teacher education reflects study abroad as established pedagogy and part of 'best practices' in preparing K-12 teachers for diverse classrooms. Three discourses dominate the literature to affirm the positive role of study abroad: (a) changing White preservice teachers' perceptions of self and others; (b) increasing their…
Descriptors: Study Abroad, Teacher Education Programs, Preservice Teacher Education, Student Diversity
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Conklin, Hilary G. – Theory Into Practice, 2018
In this article, I consider what Noddings' ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings' calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how…
Descriptors: Critical Thinking, Middle School Students, Early Adolescents, Student Interests
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Gregory, Anne; Roberts, Gabrielle – Theory Into Practice, 2017
Racial disparities in teacher-issued office discipline referrals are less discussed than the well-documented suspension gaps. Discipline referrals, like suspension, can lead to lost instructional time. Although individuals are sent out of the classroom for a range of reasons, Black students, as a group, are at greater risk of being sent out than…
Descriptors: Discipline, Discipline Policy, Discipline Problems, Disproportionate Representation
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Cross, Beverly E. – Theory Into Practice, 2007
This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to…
Descriptors: Figurative Language, Urban Schools, Racial Segregation, Academic Achievement
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Bloome, David; Enciso, Patricia – Theory Into Practice, 2006
Literacy practices are intimately connected to the economic, social, cultural, educational, and intellectual dimensions of our lives; and similarly so, even the most ordinary events of our daily lives involve literacy practices. We argue that if schools are going to prepare young people to participate in and contribute to a diverse, complex, and…
Descriptors: Literacy, Written Language, Adoption (Ideas), Cultural Differences
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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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Melnick, Susan L.; Zeichner, Kenneth M. – Theory into Practice, 1998
Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers in this area. Several approaches to handling institutional aspects of teacher education for diversity are discussed, noting…
Descriptors: Consciousness Raising, Cultural Awareness, Diversity (Student), Educational Quality
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Price, Jeremy; Valli, Linda – Theory into Practice, 1998
Examines how institutions can provide support for diversity in preservice teacher education, focusing on the institutional context in which teacher educators work as they craft multicultural teacher preparation programs. Support includes strong institutional leadership and a campuswide vision for change, recruitment and retention of diverse…
Descriptors: College Role, Colleges, Consciousness Raising, Cultural Pluralism
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