NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 106 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Susan J.; Lettis, Melissa B.; Mahfouz, Julia; Vaughn, Margaret – Theory Into Practice, 2022
When inequitable situations arise, principals with strong SEL skills have a clear understanding of social emotional learning implementation to support teachers and are prepared to expose implicit bias with difficult conversations that allow teachers to examine personal beliefs and behaviors. In this article, we outline how to support SEL learning…
Descriptors: Racial Bias, Social Emotional Learning, Kindergarten, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
DeMartino, Linsay; Fetman, Lisa; Tucker-White, DeAnne; Brown, Amanda – Theory Into Practice, 2022
Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are…
Descriptors: Transformative Learning, Social Emotional Learning, Teaching Methods, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Wynter-Hoyte, Kamania; Thornton, Natasha Adams; Smith, Mukkaramah; Jones, Kaitlin – Theory Into Practice, 2021
Guided by Kalamu ya Salaam's Revolutionary Love poem, this article theorizes 3 tenets of revolutionary love in education: (a) self-examination, (b) interconnectedness, and (c) liberation. The authors, a teacher educator, educational consultant, inservice, and preservice teacher will conceptualize how they enact these tenets in teacher education…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Educators, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Burtch, Derek Thomas; Gordon, Amelia – Theory Into Practice, 2021
The violent police response to uprisings in response to the police killings of George Floyd and Breonna Taylor unveiled who America is for our students. Moreover, the COVID-19 pandemic increased the politicization of schools and exacerbated inequality in schools already segregated by class and race. Throughout the 2020-2021 academic year, students…
Descriptors: Racial Bias, COVID-19, Pandemics, Equal Education
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Raymond – Theory Into Practice, 2020
A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of…
Descriptors: Mathematics Instruction, Teaching Methods, Personal Autonomy, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Moses, Lindsey; Rylak, Danielle; Reader, Tanya; Hertz, Christine; Ogden, Meridith – Theory Into Practice, 2020
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have…
Descriptors: Student Empowerment, Personal Autonomy, Teacher Attitudes, Teacher Student Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Bailey, Alison L. – Theory Into Practice, 2020
This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…
Descriptors: Mathematics Instruction, Language Usage, Bilingual Students, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Martínez, Ramón Antonio; Mejía, Alexander Feliciano – Theory Into Practice, 2020
The definitions of "academic language" available to teachers and teacher educators often invoke generalized assumptions about the supposed gap between complex, discipline-specific forms of language and the everyday language of Latina/o/x students. In this article, we advance an alternative hypothesis -- that Latina/o/x students boast…
Descriptors: Sociocultural Patterns, Hispanic American Students, Academic Language, Linguistic Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Skrlac Lo, Rachel – Theory Into Practice, 2019
This article proposes a reflective process to increase awareness of heteronormativity in student-teacher and student-student interactions. I used 3 theoretical lenses -- queer, feminist, and intersectional -- to identify and analyze how gender, sex, and sexuality norms influenced interactions in an after-school reading club. This research site was…
Descriptors: Teacher Student Relationship, Peer Relationship, Interaction, Homosexuality
Peer reviewed Peer reviewed
Direct linkDirect link
Alfaro, Cristina – Theory Into Practice, 2019
Due to the preK-12 student growth, the exponential growth of dual-language programs, and the gentrification of dual-language education, the need for critically conscious dual-language teachers is undeniably vital today. Institutions of higher education, in particular colleges of education, find themselves at the center of a transformative era, in…
Descriptors: Bilingual Education Programs, Bilingual Teachers, Teacher Education, Teacher Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Somerville, Jessica; Faltis, Christian – Theory Into Practice, 2019
In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in…
Descriptors: Bilingual Education Programs, Code Switching (Language), Spanish, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Leander, Kevin M.; Boldt, Gail – Theory Into Practice, 2018
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis,…
Descriptors: Instructional Design, Metalinguistics, Teacher Student Relationship, Discourse Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Coyle, Do – Theory Into Practice, 2018
This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of…
Descriptors: Bilingual Education, Language of Instruction, Self Efficacy, Teaching Methods
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8