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Cavagnetto, Andy R.; Hand, Brian; Premo, Joshua – Theory Into Practice, 2020
Science education reforms seek to increase student inquiry, peer collaboration, and making student thinking visible in order to better support science learning. Yet each of these ingredients assumes that students will choose to actively participate in various classroom activities. This article highlights key considerations to support agency -- or…
Descriptors: Personal Autonomy, Science Education, Active Learning, Student Participation
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Bealle, Penny – Theory Into Practice, 2017
Academic integrity is an educational issue requiring an educational response from all stakeholders, including faculty, students, librarians, learning support staff, and administrators. This article posits that an educational response at Suffolk County Community College (SCCC) advances progress toward an integrated academic integrity strategy at…
Descriptors: Community Colleges, Integrity, Foreign Countries, Course Content
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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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Gainsburg, Julie; Fox, John; Solan, Lawrence M. – Theory Into Practice, 2016
How is argumentation used in professional practice? As schools aim to ensure that students are college-and-career ready, classroom practices might be informed by argumentation in the professions. An analysis of evidence-based reasoning in 3 professions--engineering, law, and medicine--offers out-of-school perspectives on the practices and purposes…
Descriptors: Persuasive Discourse, Decision Making, Readiness, Evidence Based Practice
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Butin, Dan – Theory Into Practice, 2015
Dan Butin exmines and questions whether the goal, or dream, of service-learning has been actualized in practice. He raises the possibility that what educators dream of-a critical service-learning able to ameliorate persistent real-world inequities-may be a case of their dreaming being fulfilled, rather than their dreams. More specifically, he…
Descriptors: Critical Theory, Service Learning, Educational Practices, Social Justice
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Hatcher, Julie A.; Studer, Morgan L. – Theory Into Practice, 2015
Developing good citizens is an historic role for higher education (Sullivan & Rosin, 2008) and the emergence of service-learning as a pedagogical strategy has heightened attention to the intentional educational objectives to be addressed in higher education. This article examines the role of service-learning in developing philanthropic values…
Descriptors: Service Learning, Philanthropic Foundations, Private Financial Support, Values Education
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George, Marshall A. – Theory Into Practice, 2011
Written primarily for other English teacher educators, this article explores one university professor's attempt to reflect on, review, and revise the content, pedagogy, and assessments utilized to teach a graduate course in adolescent literature to preservice and in-service teachers. The new and improved course is designed to simultaneously build…
Descriptors: Adolescent Literature, English Teachers, Pedagogical Content Knowledge, Teacher Educators
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Ehren, Barbara J.; Deshler, Donald D.; Graner, Patricia Sampson – Theory Into Practice, 2010
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic…
Descriptors: Secondary Schools, Academic Achievement, Problem Solving, Models
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Berg, Jill Harrison – Theory Into Practice, 2010
Given the importance of quality teaching for student success, it is clear that every child needs to be able to receive instruction from a teacher who possesses the knowledge and skills for quality teaching--an accomplished teacher. It is less clear, however, how current teacher development policies and practices can ensure that all students will…
Descriptors: Teacher Effectiveness, Academic Achievement, Accountability, Professional Development
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Fiore, Lisa; Rosenquest, Barbara – Theory Into Practice, 2010
This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…
Descriptors: Higher Education, Figurative Language, Reggio Emilia Approach, Teacher Education
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Newman, Karen L.; Samimy, Keiko; Romstedt, Kathleen – Theory Into Practice, 2010
This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs.…
Descriptors: Needs Assessment, Colleges, Second Language Learning, Professional Development
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Langer, Arthur; Knefelkamp, L. Lee – Theory Into Practice, 2008
This article introduces the Student Technology Arc, a model that evaluates college students 'technology literacy, or how they operate within an education system influenced by new technologies. Student progress is monitored through the Arc's 5 interdependent stages, which reflect growing technological maturity through levels of increasing cognitive…
Descriptors: Student Needs, College Students, Technological Literacy, Higher Education
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Robin, Bernard R. – Theory Into Practice, 2008
Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of…
Descriptors: Computer Assisted Instruction, Classroom Environment, Pedagogical Content Knowledge, Story Telling
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Johnson, Laurence F.; Levine, Alan H. – Theory Into Practice, 2008
Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as…
Descriptors: Student Evaluation, Elementary Secondary Education, Teaching Methods, Computer Simulation
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Metros, Susan E. – Theory Into Practice, 2008
Contemporary culture has become increasingly dependent on the visual, especially for its capacity to communicate instantly and universally. Advances in technology fueled this shift. Students must learn to cope with and intelligently contribute to a culture rife with easy access to the visually rich Web, photo dependant social networks, video…
Descriptors: Visual Literacy, Media Literacy, Multimedia Instruction, Computer Literacy
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