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Showing 1 to 15 of 59 results Save | Export
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Cope, Bill; Kalantzis, Mary; Smith, Anna – Theory Into Practice, 2018
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach…
Descriptors: Teaching Methods, Multiple Literacies, Transformative Learning, Educational Policy
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Thornton, Stephen J. – Theory Into Practice, 2018
Nel Noddings has presented a distinctive view of education that is relational in outlook. Although all of her writing holds implications for social education broadly construed, a subset of it addresses the school subject of social studies directly. This article mainly concerns what Noddings has said and implied about chief constructs of the…
Descriptors: Educational Philosophy, Educational Theories, Caring, Social Studies
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Vagle, Mark D. – Theory Into Practice, 2016
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…
Descriptors: Instructional Innovation, Teaching Methods, Teaching Models, Social Class
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Luke, Allan – Theory Into Practice, 2012
The term "critical literacy" refers to use of the technologies of print and other media of communication to analyze, critique, and transform the norms, rule systems, and practices governing the social fields of everyday life (A. Luke, 2004). Since Freire's (1970) educational projects in Brazil, approaches to critical literacy have been…
Descriptors: Foreign Countries, Critical Literacy, Critical Theory, Critical Reading
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Lalley, James P.; Gentile, J. Ronald – Theory Into Practice, 2009
Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation,…
Descriptors: Educational Philosophy, Mastery Learning, Educational Practices, Grading
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Bullough, Robert V., Jr.; Baugh, Steven C. – Theory Into Practice, 2008
Building faculty or professional learning communities is an idea that has come of age. This article describes work being done within the Brigham Young University (BYU)-Public School Partnership to form and sustain such communities across higher and public education and in ways consistent with the four aims of the Agenda for Education in a…
Descriptors: Educational Change, Elementary Secondary Education, Schools of Education, Communities of Practice
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Jenlink, Patrick M.; Jenlink, Karen Embry – Theory Into Practice, 2008
The focus of this article revolves around democratic learning communities and the work of P-12 teachers and educational leaders as spatialized practice. Through a critical pragmatic lens, we explore what is necessary to transform the social space of contemporary schools into democratically practiced places of learning for teachers: democratic…
Descriptors: Educational Change, Communities of Practice, Democratic Values, Elementary Secondary Education
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Sommer, Robert – Theory Into Practice, 1977
The arrangement and use of space are parts of the nonverbal communications system of the class and, as such, have effects on the performance and behavior of both students and teachers. (MJB)
Descriptors: Academic Achievement, Behavior Theories, Behavioral Science Research, Classroom Design
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LaCrosse, E. Robert – Theory Into Practice, 1977
Using public school facilities for the care and education of children under the age of five involves major rethinking of the concepts of education in general, the relationship of school and family, educational coordination, and the concept of compulsory education. (MB)
Descriptors: Compulsory Education, Cooperative Programs, Coordination, Early Childhood Education
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Kohlberg, Lawrence; Hersh, Richard H. – Theory Into Practice, 1977
Major concepts embodied in moral development literature are reviewed. (MJB)
Descriptors: Classification, Cognitive Development, Developmental Psychology, Educational Philosophy
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Reimer, Joseph – Theory Into Practice, 1977
Kohlberg's theory of moral development is restated in less technical terms, with emphasis on the concepts of: (1) moral judgment, rather than behavior, values, or feelings; (2) "stages," describing consistencies in moral reasoning procedures; and (3) "better" stages, measuring structurally more adequate levels. (MJB)
Descriptors: Abstract Reasoning, Classification, Developmental Stages, Educational Philosophy
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Greene, Maxine – Theory Into Practice, 1976
Individuals, to realize democracy, must try to establish their own dominion and supremacy by rejecting the rule of the mechanical and the impersonal in today's technological society. (MB)
Descriptors: Critical Thinking, Democratic Values, Educational Philosophy, Futures (of Society)
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Frymier, Jack R. – Theory Into Practice, 1976
By assuming personal responsibility for their own professional growth and development, educators can help young people become independent and socially responsible on shaping their future social environment. (MB)
Descriptors: Academic Freedom, Democratic Values, Educational Philosophy, Futures (of Society)
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Raywid, Mary Anne – Theory Into Practice, 1976
The concept of classrooms as self-determining communities may be a hindrance to democratic education, since, typically, the main impediment to freedom for the young comes not from external interference but rather from the child's own limitations as to skill and knowledge. (MB)
Descriptors: Behavior Development, Cognitive Development, Democratic Values, Educational Philosophy
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Matthews, Barbara – Theory Into Practice, 1976
A study of women and education is centered around the questions of access to education, formal and informal educational arrangements, societal views of women's status and role, educational theory vis a vis women, women and the delivery of educational services, and the historiography of women in education. (MB)
Descriptors: Democratic Values, Educational History, Educational Philosophy, Equal Education
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