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Kurz, Alexander; Reddy, Linda A.; Glover, Todd A. – Theory Into Practice, 2017
Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals and, consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches, each with its…
Descriptors: Coaching (Performance), Interdisciplinary Approach, Business, Objectives
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Crawford, April; Zucker, Tricia; Van Horne, Bethanie; Landry, Susan – Theory Into Practice, 2017
Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based…
Descriptors: Coaching (Performance), Faculty Development, Formative Evaluation, School Readiness
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Gregory, A.; Ruzek, E.; Hafen, C. A.; Mikami, A. Y.; Allen, J. P.; Pianta, R. C. – Theory Into Practice, 2017
In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this…
Descriptors: Video Technology, Teaching Methods, Middle School Teachers, Secondary School Teachers
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Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam – Theory Into Practice, 2017
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the…
Descriptors: Educational Strategies, Coaching (Performance), Models, Formative Evaluation
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Freeman, Jennifer; Sugai, George; Simonsen, Brandi; Everett, Susannah – Theory Into Practice, 2017
Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching…
Descriptors: Coaching (Performance), Faculty Development, Program Implementation, Educational Change
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Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV – Theory Into Practice, 2017
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential…
Descriptors: Teacher Attitudes, Self Efficacy, Classroom Techniques, Influences
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Doucet, Fabienne – Theory Into Practice, 2017
A solid base of research evidence exists to show that teachers' assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students' performance, to more recent research on teachers' underrating of children…
Descriptors: Culturally Relevant Education, Sustainability, Cultural Maintenance, Educational Environment
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Fenton, Patrice; Ocasio-Stoutenburg, Lydia; Harry, Beth – Theory Into Practice, 2017
This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of…
Descriptors: Parent Participation, Parent School Relationship, Parent Role, Racial Bias
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Kozleski, Elizabeth B.; Handy, Tamara – Theory Into Practice, 2017
Engaging teacher education as cultural work positions teacher educators and pre-service teachers as cultural workers. Cultural workers foreground the cultural complexities of their situated experiences while aiming to produce cultures that transform prevailing inequalities and injustices in public education. Doctoral students are also cultural…
Descriptors: Teacher Education, Doctoral Programs, Change Agents, Culturally Relevant Education
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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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Gregory, Anne; Roberts, Gabrielle – Theory Into Practice, 2017
Racial disparities in teacher-issued office discipline referrals are less discussed than the well-documented suspension gaps. Discipline referrals, like suspension, can lead to lost instructional time. Although individuals are sent out of the classroom for a range of reasons, Black students, as a group, are at greater risk of being sent out than…
Descriptors: Discipline, Discipline Policy, Discipline Problems, Disproportionate Representation
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Fergus, Edward – Theory Into Practice, 2017
In 1954, the Supreme Court ruled schools in the United States needed to desegregate and begin integration. The decision was a radical departure from the facilities argument initially presented; it added the issue that the segregation of Black students was having a deleterious effect on their self-concept. Many scholars argue the integration has…
Descriptors: Racial Integration, School Desegregation, Court Litigation, Racial Bias
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Kramarczuk Voulgarides, Catherine; Tefera, Adai – Theory Into Practice, 2017
Racial disproportionality in special education is a deep seated and complex educational inequity plaguing the United States educational system. In this article we outline how the Individuals with Disabilities Education Act, although a civil rights based legislation, cannot sufficiently address racially disproportionate outcomes in special…
Descriptors: Disabilities, School Policy, Disproportionate Representation, Special Education
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Moore-Russo, Deborah; Wilsey, Jillian N.; Parthum, Michael J., Sr.; Lewis, Kemper – Theory Into Practice, 2017
As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions…
Descriptors: Engineering Education, Difficulty Level, Student Adjustment, Literacy
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Rodriguez, Alberto J. – Theory Into Practice, 2017
Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In…
Descriptors: Engineering Education, STEM Education, Emotional Development, Emotional Response
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