NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 361 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Klee, Holly L.; Buehl, Michelle M.; Miller, Angela D. – Theory Into Practice, 2022
Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address…
Descriptors: Mathematics Anxiety, Intervention, High School Students, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Callan, Gregory L.; DaVia Rubenstein, Lisa; Barton, Tyler; Halterman, Aliya – Theory Into Practice, 2022
Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect…
Descriptors: Student Motivation, Self Control, Learning Strategies, Study Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Foster, James Lamar; Louis, Lawrence; Winston, Elizabeth – Theory Into Practice, 2022
This article examines the ways in which racist structures negatively affect students' social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level…
Descriptors: Racial Bias, Social Emotional Learning, School Districts, Guidelines
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
Flint, Amy Seely; Jaggers, Wanda – Theory Into Practice, 2021
This article describes the impact of asset-based pedagogies in elementary classrooms. Working with concepts such as culturally relevant/sustaining pedagogies, funds of knowledge, and Afro-centric praxis, it is possible to disrupt commonplace and pervasive assumptions about urban and diverse classroom spaces. Drawing from Grade 1 and Grade 4…
Descriptors: Teaching Methods, Elementary Education, Culturally Relevant Education, Cultural Background
Peer reviewed Peer reviewed
Direct linkDirect link
Boutte, Gloria Swindler; Earick, Mary E.; Jackson, Tambra O. – Theory Into Practice, 2021
We explore the disconnect between education policy and culturally sustaining instruction, curriculum, discipline, and assessment for African American Language (AAL) Learners. Framing the omission of language policies as linguistic violence and anti-Black linguistic racism, we discuss antecedent and contemporary educational language policies and…
Descriptors: Black Dialects, African Americans, African American Culture, Racial Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Jackson, Tambra O.; Kazembe, Lasana D.; Morgan, Laryn – Theory Into Practice, 2021
In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their…
Descriptors: Racial Discrimination, Racial Bias, Culturally Relevant Education, Critical Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Braden, Eliza G.; Gibson, Valente' – Theory Into Practice, 2021
The purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing…
Descriptors: Preservice Teachers, Preservice Teacher Education, Culturally Relevant Education, Critical Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Brownell, Cassie J. – Theory Into Practice, 2021
Drawing from data generated in a third-grade classroom in the months following the 2016 US presidential election, this article zooms in on self-produced videos a child made of her writing process. Organized around 3 "takes" of the child's writing, the author provides readers a glimpse into (1) the child's composing in the videos, (2) a…
Descriptors: Elementary School Students, Grade 3, Writing Processes, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Doerr-Stevens, Candance; Gibson, Melissa Leigh – Theory Into Practice, 2021
As political participation across the globe grows increasingly contentious and accusations of "fake news" and "post-truth" politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and…
Descriptors: Consciousness Raising, Video Technology, Inquiry, Citizenship Education
Peer reviewed Peer reviewed
Direct linkDirect link
Morita-Mullaney, Trish – Theory Into Practice, 2021
Emergent Bilingual families interact with their children across their shared languages and resources, creating unique literacy activities. As a form of family engagement, teachers can observe these created literacies within Emergent Bilingual families, and attempt to transport such practices into classrooms. There is, however, a danger that the…
Descriptors: Bilingualism, Multilingualism, Multiple Literacies, Family Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
McKinney de Royston, Maxine – Theory Into Practice, 2020
Black women educators have a legacy of political clarity about teaching and learning as well as about anti-Black racism. Scholarship on Black women teachers has begun to map out this political clarity (e.g), yet is continually at risk of being devalued and deintellectualized in an educational era that privileges universalist and reductivist…
Descriptors: African American Teachers, Females, Women Faculty, Racial Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Dillard, Cynthia B.; Neal, Amber – Theory Into Practice, 2020
Given the clarion call for culturally relevant and sustaining practices, it is often assumed that Black women have a deep well of knowledge about Black history and culture to draw from. However, given that today's Black teachers were mostly educated post-integration, they were rarely afforded accurate representations and cultural knowledge of…
Descriptors: Culturally Relevant Education, African American History, African American Teachers, Cultural Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Cavagnetto, Andy R.; Hand, Brian; Premo, Joshua – Theory Into Practice, 2020
Science education reforms seek to increase student inquiry, peer collaboration, and making student thinking visible in order to better support science learning. Yet each of these ingredients assumes that students will choose to actively participate in various classroom activities. This article highlights key considerations to support agency -- or…
Descriptors: Personal Autonomy, Science Education, Active Learning, Student Participation
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
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  25