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Showing 1 to 15 of 24 results Save | Export
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Woods, Isaac, Jr.; Murphy, Jarrett; Miller, Lauryn; Tolbert, Zarria; Graham, Larraine; Sligh, Trimaine – Theory Into Practice, 2023
While there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research on the role of Black male coaches has demonstrated that there are several positive outcomes (i.e., academics, social skills, and reducing misbehaviors to…
Descriptors: African Americans, Males, African American Students, Elementary Secondary Education
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Kearl, Benjamin – Theory Into Practice, 2022
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts--sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer's school-level intervention is a process model for how to achieve SEL outcomes given its intentionality…
Descriptors: Social Emotional Learning, Racial Bias, Racial Discrimination, Blacks
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Martin, Margary; Suárez-Orozco, Carola – Theory Into Practice, 2018
Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the…
Descriptors: Immigrants, Migrant Children, Case Studies, Educational Needs
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Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack – Theory Into Practice, 2016
Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…
Descriptors: Classroom Techniques, Behavior Modification, Student Behavior, Classroom Environment
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Sheras, Peter L.; Bradshaw, Catherine P. – Theory Into Practice, 2016
Schools have a considerable influence on children's development, through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. Although some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs…
Descriptors: School Policy, Educational Environment, Educational Policy, Discipline
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Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina – Theory Into Practice, 2013
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does…
Descriptors: Peer Groups, Victims, Bullying, Intervention
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Smith, Brian H.; Low, Sabina – Theory Into Practice, 2013
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the…
Descriptors: Bullying, Emotional Development, Social Development, Prevention
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Barclay-McLaughlin, Gina; Kershaw, Cheryl; Roberts, Dewey – Theory Into Practice, 2007
This article describes one southern partnership's effort to create an urban learning community in which the university, schools, and local NAACP work together to improve teaching and learning. The authors describe how the partners coteach courses, engage in creating and sharing cultural autobiographies, question each other, and confront their own…
Descriptors: Autobiographies, Personal Narratives, Oral History, Urban Areas
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Mand, Charles L. – Theory Into Practice, 1974
This article discusses social dimensions of the play form. (PD)
Descriptors: Interpersonal Relationship, Play, Recreational Activities, Recreational Programs
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Griffing, Penelope – Theory Into Practice, 1974
Descriptors: Black Youth, Cognitive Development, Divergent Thinking, Emotional Development
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Hartup, Willard W. – Theory into Practice, 1973
The needs of children have not been major forces in shaping child development research; the pressures of such influences as war, violence and poverty on their lives have received little attention. Changes in the child development sciences have been linked primarily to changes within the discipline. Educational research has been no more relevant to…
Descriptors: Behavioral Science Research, Child Development, Cognitive Development, Cultural Context
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Lueck, Phyllis E. – Theory Into Practice, 1973
Author describes the procedure used for designing a place out-of-doors where opportunities for learning abound. (Author/CB)
Descriptors: Early Childhood Education, Educational Environment, Equipment, Learning Experience
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Hartup, Willard W. – Theory Into Practice, 1973
Before long, the lines of demarcation between studies of cognitive development and studies of social development will have been blurred beyond distinction. Students will no longer identify themselves as studies of intellectual development or students of social development. (Author)
Descriptors: Childhood Needs, Cognitive Development, Group Dynamics, Individual Differences
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Thornburg, Hershel D. – Theory into Practice, 1983
The issue of whether or not early adolescence is a transitional or stable period of development may be dependent on our ability to describe ways in which early adolescents are quantitatively and qualitatively different from when they were children and how these early adolescent characteristics are forerunners to the more elaborate constructs of…
Descriptors: Adolescent Development, Child Development, Cognitive Development, Developmental Stages
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Montemayor, Raymond; Clayton, Mark D. – Theory into Practice, 1983
The relationship between maternal employment and adolescent development is enormously complex, and no simple generalizations are possible. Many intervening variables alter the impact that maternal employment has on adolescent development. There is an urgent need to discover what impact this arrangement has on adolescent development. (CJ)
Descriptors: Adolescent Development, Adolescents, Employed Parents, Family Environment
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