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Showing 1 to 15 of 104 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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Landay, Eileen; Heath, Shirley Brice – Theory Into Practice, 2021
Schools, community organizations, and major cultural entities can address educational inequities by engaging parents and children in arts processes, projects, and performances. Three cases featuring work in the arts show promise in contributing to the positive academic and social development of learners across the socio-economic spectrum. Learning…
Descriptors: Equal Education, Family School Relationship, School Community Relationship, Art Activities
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Jensen, Bryant; Thompson, Gregory A. – Theory Into Practice, 2020
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame…
Descriptors: Academic Language, Interdisciplinary Approach, Teaching Methods, Metalinguistics
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Warriner, Doris S.; Fredricks, Daisy E.; Duran, Chatwara Suwannamai – Theory Into Practice, 2020
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A…
Descriptors: Refugees, Academic Language, Elementary School Students, Secondary School Students
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Campano, Gerald; Ghiso, María Paula; Badaki, Oreoluwa; Kannan, Chloe – Theory Into Practice, 2020
In this article, we highlight the affordances of agency that is not merely individual, but rather emerges in and through collectivities. We take up these issues within the context of our own work in the field of sociocultural perspectives on literacy and through the methodological vantage point of community-based and participatory research. First,…
Descriptors: Equal Education, Collectivism, Participatory Research, Community Involvement
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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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Alfaro, Cristina – Theory Into Practice, 2019
Due to the preK-12 student growth, the exponential growth of dual-language programs, and the gentrification of dual-language education, the need for critically conscious dual-language teachers is undeniably vital today. Institutions of higher education, in particular colleges of education, find themselves at the center of a transformative era, in…
Descriptors: Bilingual Education Programs, Bilingual Teachers, Teacher Education, Teacher Educators
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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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Doucet, Fabienne – Theory Into Practice, 2017
A solid base of research evidence exists to show that teachers' assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students' performance, to more recent research on teachers' underrating of children…
Descriptors: Culturally Relevant Education, Sustainability, Cultural Maintenance, Educational Environment
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Fenton, Patrice; Ocasio-Stoutenburg, Lydia; Harry, Beth – Theory Into Practice, 2017
This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of…
Descriptors: Parent Participation, Parent School Relationship, Parent Role, Racial Bias
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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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Monroe, Carla R. – Theory Into Practice, 2016
Racial inequities, such as systematic disparities in school discipline and achievement outcomes, are a perennial characteristic of public education in the United States. Although attention to interracial chasms such as the Black-White achievement gap is common, limited efforts are devoted to understanding how and why colorism motivates imbalances…
Descriptors: Race, Black Studies, Racial Differences, Racial Discrimination
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Hunter, Margaret – Theory Into Practice, 2016
Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as "colorism", contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions…
Descriptors: African American Students, Hispanic American Students, Racial Bias, Physical Characteristics
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Quintana, Stephen M.; Mahgoub, Lana – Theory Into Practice, 2016
We review the scope and sources of ethnic and racial disparities in education with a focus on the the implications of psychological theory and research for understanding and redressing these disparities. We identify 3 sources of ethnic and racial disparities including (a) social class differences, (b) differential treatment based on ethnic and…
Descriptors: Equal Education, Racial Bias, Racial Discrimination, Educational Psychology
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Anagnostopoulos, Dorothea; Lingard, Bob; Sellar, Sam – Theory Into Practice, 2016
Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these…
Descriptors: Persuasive Discourse, Educational Policy, Conflict, Educational Quality
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