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Wozolek, Boni – Theory Into Practice, 2021
This article argues that chosen family structures are critical for LGBTQ+ youth of color. Further, it articulates the inherent sense of agency that is found in choosing a family--something that not only shapes young ways of being, knowing, and doing but impacts their ability to resist toxic cultural norms that all too often position students for…
Descriptors: LGBTQ People, Family Structure, Social Bias, School Role
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Vaughn, Margaret – Theory Into Practice, 2020
In this article, research tracing the historical progression of agency within recent educational reforms and empirical research from a variety of classrooms (geographic regions and grade levels) is discussed to document the power of agency across contexts. This article aims to propose a collaborative way of thinking about student agency from…
Descriptors: Student Participation, Elementary Secondary Education, Student Motivation, Power Structure
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Lucariello, Joan M.; Nastasi, Bonnie K.; Dwyer, Carol; Skiba, Russell; DeMarie, Darlene; Anderman, Eric M. – Theory Into Practice, 2016
This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their…
Descriptors: Teaching Methods, Educational Principles, Elementary Secondary Education, Preschool Education
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Capper, Colleen A.; Young, Michelle D. – Theory Into Practice, 2014
In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of…
Descriptors: Social Justice, Educational Administration, Leadership Role, Figurative Language
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Johnson, Joseph; Reid, Robert – Theory Into Practice, 2011
Academic problems are common among students with attention deficit hyperactivity disorder (ADHD). One reason for academic problems is the difficulties in executive functions (EF) that are necessary for complex goal-oriented behaviors. Students with ADHD often exhibit EF deficits and as a result have difficulties with tasks that require planning,…
Descriptors: Attention Deficit Hyperactivity Disorder, Executive Function, Writing Strategies, Educational Strategies
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Clarkson, Lesa M. Covington – Theory Into Practice, 2008
The purpose of this article is to examine the issue of disaggregated school data. Although the No Child Left Behind Act requires that student achievement data be reported by subgroups like gender, race ethnicity, socioeconomic status, and home language, these categories do not give a clear understanding about the achievement of immigrant students…
Descriptors: Elementary Secondary Education, Federal Legislation, Academic Achievement, Immigrants
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Paul, Peter V.; Wang, Ye – Theory Into Practice, 2006
Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities…
Descriptors: Printed Materials, Critical Thinking, Academic Achievement, Access to Information
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Lea, Mary R.; Street, Brian V. – Theory Into Practice, 2006
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K-12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street,…
Descriptors: Intellectual Disciplines, Elementary Secondary Education, Student Attitudes, Literacy
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DeCosta, Sandra B. – Theory into Practice, 1984
Teachers need to be prepared to teach children who are culturally different and socially or economically disadvantaged. Personal assessment of attitudes toward student differences and data collection to provide information on individual students will help the teacher prepare an accepting classroom environment. Suggested activities for teacher use…
Descriptors: Classroom Environment, Cultural Differences, Educational Strategies, Elementary Education
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Dunn, Rita – Theory into Practice, 1984
Using a question-and-answer format, this article presents information to help schools become more familiar with the concept of learning styles. Students appear to be able to identify their preferences and absorb more in environments that complement their strengths. (DF)
Descriptors: Academic Achievement, Cognitive Measurement, Cognitive Style, Educational Research
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Friedman, Peggy; Alley, Robert – Theory into Practice, 1984
Case studies from teachers, special programs, and school districts illustrate a variety of ways learning styles theory can be used in educational environments. Six principles dealing with learning styles are offered to help teachers understand and use learning styles theory in the classroom. (DF)
Descriptors: Case Studies, Cognitive Style, Educational Environment, Elementary Secondary Education
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Mullally, Lee – Theory Into Practice, 1977
The use of Educational Cognitive Style Mapping (a symbolic orientation set of cultural determinants, modalities of inference, and memory) for individual students enables the educator to design and implement instructional settings based upon learner strengths. (MJB)
Descriptors: Cognitive Style, Educational Planning, Higher Education, Individualized Instruction
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deVoss, Gary – Theory into Practice, 1979
The difference between teacher and student description and recognition of elementary school student personalities are explored. (LH)
Descriptors: Elementary Education, Elementary School Students, Group Status, Labeling (of Persons)
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Highsmith, Robert – Theory into Practice, 1987
This article summarizes research regarding economics education relating to how teacher preparation and training influence student understanding, the role of instructional materials in increasing economic understanding, and how attributes of students influence their ability to learn economics. (CB)
Descriptors: Cognitive Style, Concept Formation, Economics Education, Educational Research
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Spencer, Mary L.; Lewis, Paula Gilbert – Theory into Practice, 1986
This article examines sex equity in three instructional paradigms chosen due to the common characteristic of language. All three possess and transmit cultural content. Input, process, and outcome issues of sex equity are discussed. (MT)
Descriptors: Bilingual Education, Cultural Influences, Elementary Secondary Education, English (Second Language)
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