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Brooks, Katie; Kandel-Cisco, Brooke; Bhathena, Catherine – Theory Into Practice, 2021
Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates…
Descriptors: Professional Identity, Teacher Role, Role Perception, Attitude Change
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Blair, Alissa; Haneda, Mari – Theory Into Practice, 2021
There is widespread consensus that parental involvement in their children's education contributes to the children's success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many…
Descriptors: Partnerships in Education, Family School Relationship, Parent School Relationship, Parent Participation
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Kibler, Amanda K.; Palacios, Natalia; Paulick, Judy; Hill, Tatiana – Theory Into Practice, 2020
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how…
Descriptors: Language Usage, Family Environment, Siblings, Hispanic Americans
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Reeve, Johnmarshall; Shin, Stephanie H. – Theory Into Practice, 2020
Agentic engagement represents students' constructive contribution into the flow of instruction they receive, as students express their interests and offer their input. It is a purposive, proactive, and reciprocal type of engagement that is integral to promoting important student outcomes (e.g., learning, achievement), but its essential purpose is…
Descriptors: Learner Engagement, Student Participation, Personal Autonomy, Teacher Role
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Massey, Dixie D.; Wall, Amanda – Theory Into Practice, 2020
In this article, we consider how teacher educators can support the development of agency in teacher candidates. Using a sociocultural understanding of agency, we describe four promising practices for helping teacher candidates develop agency as individuals and as a collective. We consider helping teacher candidates develop their own professional…
Descriptors: Teacher Educators, Teacher Role, Preservice Teacher Education, Preservice Teachers
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Colomer, Soria – Theory Into Practice, 2019
Latinx teachers have been positioned as both role models and agents of change in schooling communities that are often racially contentious. As members of both the Latinx community and the school community, Latinx teachers have the agency to (re)define storylines by either submitting to or resisting positioning acts. Storylines discussed in this…
Descriptors: Hispanic Americans, Minority Group Teachers, Teacher Role, Hispanic American Students
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Brochin, Carol – Theory Into Practice, 2019
This article provides insights into what is possible when a bilingual teacher education program provides support for teachers who want to discuss lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in their classrooms. This study is set in Southern Arizona, a bilingual, multicultural community in predominantly Mexican American…
Descriptors: Bilingual Education, Homosexuality, Teacher Education Programs, Cultural Pluralism
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Staley, Sara; Leonardi, Bethy – Theory Into Practice, 2019
This article examines the complex, deeply personal processes that elementary educators engage as they learn to become inclusive practitioners of gender and sexual diversity (GSD). We complicate literature that highlights structural barriers and negative influences such as lack of administrative support and homophobic attitudes as key factors that…
Descriptors: Sexual Identity, Gender Issues, Barriers, Social Bias
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Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
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O'Dowd, Robert – Theory Into Practice, 2018
In content and language integrated learning (CLIL) contexts, online communication technologies have great potential for supporting the development of students' foreign language skills and intercultural competence, and for increasing understanding of subject matter. One effective way of engaging CLIL students in motivating and innovative online…
Descriptors: Teaching Methods, Language of Instruction, Course Content, Second Language Instruction
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Anderman, Eric M.; Koenka, Alison C. – Theory Into Practice, 2017
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic…
Descriptors: Student Motivation, Cheating, Student Behavior, Goal Orientation
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Hasbrouck, Jan – Theory Into Practice, 2017
A recent research report from the International Literacy Association (ILA, 2015) discussed the current challenges facing today's educators, noting the increasing diversity of students' backgrounds and needs, coupled with the higher expectations and standards being widely adopted to prepare students for 21st-century skills. The ILA (2015) document…
Descriptors: Coaching (Performance), Faculty Development, Models, Teacher Collaboration
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Connor, David J. – Theory Into Practice, 2017
I pose a straightforward rhetorical question about disproportionality and endeavor to answer it with view to suggesting what can be done in terms of linking theory to practice. First, I frame disproportionality by asking where does it come from? Second, I describe multiple, interconnected historical phenomena to be considered when educators…
Descriptors: Disproportionate Representation, Racial Bias, Special Education, Theory Practice Relationship
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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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Smagorinsky, Peter; Clayton, Christopher M.; Johnson, Lindy L. – Theory Into Practice, 2015
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through…
Descriptors: Service Learning, Scaffolding (Teaching Technique), Instructional Innovation, Preservice Teacher Education
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