NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Margary; Su├írez-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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Buchs, Celine; Butera, Fabrizio; Mugny, Gabriel; Darnon, Celine – Theory Into Practice, 2004
This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disruptive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict…
Descriptors: Teaching Methods, Social Influences, Social Development, Cooperative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Bempechat, Janine – Theory Into Practice, 2004
This article argues that, as a pedagogical practice, homework plays a critical, long-term role in the development of children's achievement motivation. Homework provides children with time and experience to develop positive beliefs about achievement, as well as strategies for coping with mistakes, difficulties, and setbacks. This article reviews…
Descriptors: Homework, Coping, Student Motivation, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Dave F. – Theory Into Practice, 2003
Gaining students' cooperation in urban classrooms involves establishing an environment where teachers address students' cultural and ethnic needs, as well as their social, emotional, and cognitive needs. This article describes the management strategies of 13 1st- through 12th-grade urban teachers from seven cities throughout the United States.…
Descriptors: Urban Teaching, Assertiveness, Urban Schools, Culturally Relevant Education
Peer reviewed Peer reviewed
Direct linkDirect link
Norris, Jacqueline A. – Theory Into Practice, 2003
Social and emotional learning (SEL) is an approach that teaches self-regulation, self-monitoring, and social skills in school settings. SEL has been shown to be an effective method of reducing negative social interactions and increasing academic achievement. This article relates the experiences of one intermediate school principal and her staff as…
Descriptors: Teaching Methods, Principals, Classroom Techniques, Emotional Development
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Griffing, Penelope – Theory Into Practice, 1974
Descriptors: Black Youth, Cognitive Development, Divergent Thinking, Emotional Development
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Campbell, Roald F. – Theory Into Practice, 1976
Cultural pluralism is an issue that must be dealt with by the whole society but that places two specific demands upon the schools themselves: the development of a curriculum that teaches about the nature of cultural pluralism and the development of a governance system reflecting that pluralism. (MB)
Descriptors: Cultural Awareness, Cultural Pluralism, Curriculum Development, Educational Philosophy