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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
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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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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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Buyarski, Catherine A.; Aaron, Robert W.; Hansen, Michele J.; Hollingsworth, Cynthia D.; Johnson, Charles A.; Kahn, Susan; Landis, Cynthia M.; Pedersen, Joan S.; Powell, Amy A. – Theory Into Practice, 2015
This conceptual model emerged from the need to balance multiple purposes and perspectives associated with developing an ePortfolio designed to promote student development and success. A comprehensive review of literature from various disciplines, theoretical frameworks, and scholarship, including self-authorship, reflection, ePortfolio pedagogy,…
Descriptors: Teaching Methods, Portfolios (Background Materials), Internet, Models
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Kim, Youb; Yazdian, Lisa Sensale – Theory Into Practice, 2014
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth,…
Descriptors: Portfolio Assessment, Instructional Effectiveness, Educational Quality, State Standards
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McGinnis, J. Randy – Theory Into Practice, 2013
A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving…
Descriptors: Science Instruction, Social Justice, Disabilities, Equal Education
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Short, Deborah – Theory Into Practice, 2013
This article provides guidelines for programs to deliver and sustain effective professional development on sheltered instruction to teachers who teach content to English learners. Many content area teachers have not had university coursework on second-language acquisition or the integration of language and content instruction in teacher…
Descriptors: Faculty Development, English (Second Language), English Language Learners, Teacher Education
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Cizek, Gregory J. – Theory Into Practice, 2009
Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics--and the methods for evaluating them--differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two…
Descriptors: Academic Achievement, Validity, Measures (Individuals), Reliability
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Allen, David; Ort, Suzanna Wichterle; Schmidt, Joseph – Theory Into Practice, 2009
Assessment, particularly formative assessment, is critical to knowing how a student is performing academically and how best to support that student. Teachers, especially new teachers, need ongoing support in developing and using both summative and formative assessments as an integral part of their instructional practice. Written collaboratively by…
Descriptors: Formative Evaluation, Program Effectiveness, Staff Development, Teaching Methods
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Johnson, Laurence F.; Levine, Alan H. – Theory Into Practice, 2008
Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as…
Descriptors: Student Evaluation, Elementary Secondary Education, Teaching Methods, Computer Simulation
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Horn, Ilana Seidel – Theory Into Practice, 2006
Students' mastery of and achievement in high school mathematics is considered pivotal to their opportunities for and within postsecondary education. For this reason, many educators have attempted to implement equity-geared reforms, including detracking, that affect the organization and instruction of high school mathematics. This article describes…
Descriptors: Mathematics Instruction, Secondary School Mathematics, Educational Change, Track System (Education)
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King, Martha – Theory Into Practice, 1977
Current methods of testing reading ability do not give a full indication of children's reading ability and comprehension and may diminish pleasure in reading. (JD)
Descriptors: Academic Achievement, Beginning Reading, Learning Processes, Reading
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Stayter, Francine Z.; Allington, Richard L. – Theory into Practice, 1991
The relationship of syntactic sensitivities to fluency and understanding are usually neglected when discussing reading fluency. The article describes oral reading and interpretation activities in one seventh grade class undertaken to improve comprehension and fluency. It also discusses evaluation methods, such as portfolios and recordings as…
Descriptors: Class Activities, Evaluation Methods, Grade 7, Junior High Schools
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Smith, Linda H.; Renzulli, Joseph S. – Theory into Practice, 1984
To develop an educational program that works for every student, it is important to consider that learning style differences do exist and that learning style matching can positively affect achievement. Methods to help teachers assess student preferences are discussed. (DF)
Descriptors: Academic Achievement, Classroom Research, Cognitive Style, Curriculum Development
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Banks, Cherry A. McGee; Banks, James A. – Theory into Practice, 1995
Equity pedagogy involves teaching strategies and environments that help diverse students attain necessary knowledge, skills, and attitudes for functioning effectively within a just, democratic society. The article examines how equity pedagogy interacts with other dimensions of multicultural education (content integration, knowledge construction…
Descriptors: Active Learning, Classroom Environment, Cultural Awareness, Culturally Relevant Education