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Parsons, Seth A.; Vaughn, Margaret – Theory Into Practice, 2016
In this article, the collection of articles in this issue are synthesized to discuss conceptualizations of adaptive teaching as a means to foster spaces for adaptive teaching in today's complex educational system. Themes that exist across this collection of articles include adaptive teachers as constructivists, adaptive teachers as knowledgeable…
Descriptors: Teaching Methods, Teaching Models, Instructional Innovation, Knowledge Base for Teaching
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Kim, Youb; Yazdian, Lisa Sensale – Theory Into Practice, 2014
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth,…
Descriptors: Portfolio Assessment, Instructional Effectiveness, Educational Quality, State Standards
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Kim, Youb; Erekson, James; Bunten, Bridget A.; Hinchey, Patricia – Theory Into Practice, 2014
Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey…
Descriptors: Educational Change, Sustainability, Faculty Development, Beginning Teachers
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Teo, Tang Wee; Ke, Kaijie Justin – Theory Into Practice, 2014
As former and current STEM (science, technology, engineering, and mathematics) school teachers in Singapore, we explore the challenges we both experienced while teaching at different STEM schools. Through this article, we make a case for the teacher preparation programs locally and around the world to give more attention to a changing education…
Descriptors: Teacher Education Programs, STEM Education, Science Instruction, Knowledge Base for Teaching
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King, Sabrina Hope; Watson, Audra – Theory Into Practice, 2010
Education has the power to change the world. We wrote this article in the spirit of the hope embodied by the election of President Obama and the critical need for improved teaching to benefit all the nation's students. This article offers a synthesis of the characteristics of excellent teaching for the diverse student population. This article…
Descriptors: Learning Theories, Accountability, Student Diversity, Educational Practices
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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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Sox, Amanda K. – Theory Into Practice, 2009
Recent immigration to the southern United States has created challenges for educators. This article synthesizes current works about the education of immigrants and English language learners (ELLs) in the South, and teacher preparation for working with ELLs. Reviewed studies revealed that immigrant and ELL students often are unwelcome and unwanted…
Descriptors: Second Language Learning, Immigration, Immigrants, English (Second Language)
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Kaplan, Suzanne; Leckie, Alisa – Theory Into Practice, 2009
Language minority students represent an increasing percentage of the school-age student population in the United States. Because the number of English language learners (ELLs) is on the rise nationwide, some states have enacted English-only legislation that impacts the educational experiences of ELLs and the teachers who work with them. Many…
Descriptors: Language Minorities, Second Language Learning, Professional Development, Workshops
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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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Selfe, Richard J.; Selfe, Cynthia L. – Theory Into Practice, 2008
For some teachers, the increasing attention to digital and multimodal composing in English and Language Arts classrooms has brought into sharp relief the profession's investment in print as the primary means of expression. Although new forms of communication that combine words, still and moving images, and animation have begun to dominate digital…
Descriptors: Language Arts, English Instruction, Learning Modalities, Educational Technology
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Watanabe, Maika – Theory Into Practice, 2006
This article examines the challenges of discussing deeply rooted notions of ability, intelligence, and tracking in teacher inquiry groups and offers suggestions to educators who want to begin dialogue about detracking at their schools. Specifically, this article underscores the importance of unpacking the terms tracking and detracking, exploring…
Descriptors: Intelligence, Track System (Education), Educational Change, Inquiry
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Haberman, Martin; Post, Linda – Theory into Practice, 1998
Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it…
Descriptors: Diversity (Student), Elementary Secondary Education, Higher Education, Knowledge Base for Teaching
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Britzman, Deborah P.; Pitt, Alice J. – Theory into Practice, 1996
Teaching must allow teachers to learn from students' learning. Anna Freud's approach emphasizes the psychoanalytical concept of transference. The paper describes the logic behind an undergraduate foundations of education course that examined whether study of the self studying education could create new conditions of learning and creating…
Descriptors: Discovery Learning, Foundations of Education, Higher Education, Knowledge Base for Teaching
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Thornton, Stephen J. – Theory into Practice, 2001
Discusses problems related to the separation of subject matter and method in the education of social studies teachers, examining the rethinking of subject matter and methods education and explaining that in order to have effective social studies instruction, there is no alternative to the thorough education of teachers in the subject matters of…
Descriptors: Elementary Secondary Education, Higher Education, Knowledge Base for Teaching, Methods Courses