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Baquedano-López, Patricia – Theory Into Practice, 2021
In this article I introduce a framework that centers indigenous educational sovereignty in university-school partnerships. Developed from collaborative work with Indigenous Maya families who are migrants from Yucatan, Mexico, the framework operates from an understanding that Indigenous parents have knowledge that is important for their children to…
Descriptors: Immigrants, American Indian Students, College School Cooperation, Foreign Countries
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Ball, Phil – Theory Into Practice, 2018
One of the greatest hurdles facing CLIL implementation involves materials provision and design. In this approach to multilingual education, materials can be incorporated from authentic sources, but in practice they tend to be adaptations of existing materials, or originals designed to fit the needs of CLIL learners across the diversity of CLIL…
Descriptors: Material Development, Second Language Learning, Second Language Instruction, Course Content
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Flores, Roseanne L.; Curby, Timothy W.; Coleman, Hardin; Melo, Kristan – Theory Into Practice, 2016
Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early…
Descriptors: Young Children, Educational Research, Educational Quality, Child Development
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Espelage, Dorothy L. – Theory Into Practice, 2014
Bronfenbrenner's (1977) classic ecological theory is used as a framework to review the documented risk and protective factors associated with involvement in school-related bullying during childhood and adolescence. Microsystems such as peers (socialization during adolescence), family (violence, lack of parental monitoring), community…
Descriptors: Prevention, Victims, Bullying, Peer Groups
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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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Bradshaw, Catherine P. – Theory Into Practice, 2013
Although bullying continues to be a growing public health concern in schools across the United States, there are considerable gaps in the American understanding of effective prevention approaches for addressing this seemingly intractable issue. This article applies a public health approach to addressing bullying through the multitiered Positive…
Descriptors: Bullying, Prevention, Public Health, Violence
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Curry, Marnie W. – Theory Into Practice, 2012
In the ideal, reciprocity in qualitative inquiry occurs when there is give-and-take between researchers and the researched; however, the demands of the academy and resource constraints often make the pursuit of reciprocity difficult. Drawing on two video-based, qualitative studies in which researchers utilized video records as resources to enhance…
Descriptors: Video Technology, Qualitative Research, Educational Research, Educational Change
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Sallee, Margaret W.; Flood, Julee T. – Theory Into Practice, 2012
Too often, researchers get a bad name for engaging in inquiry that is inaccessible to the practitioner and policy communities who could most benefit from it. Although speaking to others in the scholarly community is important, researchers must also be able to translate their results into more accessible language for multiple audiences. This…
Descriptors: Qualitative Research, Educational Research, Theory Practice Relationship, Educational Policy
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Mason, Linda H.; Harris, Karen R.; Graham, Steve – Theory Into Practice, 2011
Students with writing difficulties often struggle with the planning, composing, and revising skills required for effective writing. Fortunately, researchers have documented that explicit, interactive, scaffolded development of powerful composing strategies and strategies for self-regulating the writing process, as in Self-Regulated Strategy…
Descriptors: Attention Deficit Hyperactivity Disorder, Writing Difficulties, Learning Disabilities, Writing Processes
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Ritchey, Kristen D. – Theory Into Practice, 2011
Students with learning disabilities (LD) represent a significant proportion of students enrolled in U.S. schools. Research suggests that students with LD in reading benefit from specialized reading instruction, and effective reading instruction can be characterized as explicit, intensive, and systematic. Examples of evidence-based interventions…
Descriptors: Evidence, Reading Instruction, Direct Instruction, Reading Strategies
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Ryan, Joseph B.; Katsiyannis, Antonis; Hughes, Elizabeth M. – Theory Into Practice, 2011
Attention deficit hyperactivity disorder (ADHD) has become the most commonly diagnosed psychiatric disorder among school-age children. For more than half a century, physicians have prescribed medications to help manage behaviors such as hyperactivity, impulsivity, and inattention. Today, there is a growing consensus that ADHD is a biologically…
Descriptors: Attention Deficit Hyperactivity Disorder, Drug Therapy, Special Needs Students, Outcomes of Treatment
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Popham, W. James – Theory Into Practice, 2009
In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to…
Descriptors: Preservice Teacher Education, Inservice Teacher Education, Professional Development, Accountability
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Davidson, Jill – Theory Into Practice, 2009
Exhibitions are public demonstrations of mastery that occur at culminating moments, such as at the conclusion of a unit of study, the transition from one level of schooling to the next, and graduation. Exhibitions require students to speak publicly, use evidence, present engaging visual displays, and otherwise demonstrate mastery to educators,…
Descriptors: Academic Standards, Educational Assessment, Evaluation Methods, Student Evaluation
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Guskey, Thomas R.; Jung, Lee Ann – Theory Into Practice, 2009
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…
Descriptors: Grades (Scholastic), Disabilities, Classroom Environment, Special Needs Students
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Doolittle, Gini; Sudeck, Maria; Rattigan, Peter – Theory Into Practice, 2008
If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…
Descriptors: Professional Development Schools, Educational Planning, Program Development, Program Descriptions
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