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Pérez Cañado, María Luisa – Theory Into Practice, 2018
This article focuses on a key issue for the sustainability of bilingual education: teacher training for content and language integrated learning (CLIL). It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama in terms of the CLIL teacher training profile and the interesting evolution that research…
Descriptors: Second Language Instruction, Course Content, Second Language Learning, Educational Innovation
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San Isidro, Xabier – Theory Into Practice, 2018
Content and language integrated learning (CLIL) implementation has become the cornerstone of educational change all around Europe, building on a reconceptualization of language learning, as well as an innovative remodelling of pedagogical perspectives. In a foreign-language-mediated CLIL scenario, different aspects of teaching and learning are…
Descriptors: Foreign Countries, Second Language Instruction, Course Content, Multilingualism
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Crocco, Margaret Smith – Theory Into Practice, 2018
This article is a pedagogical case study reflecting on the "Teaching the Levees" curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, "When the Levees Broke" (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed…
Descriptors: Case Studies, Curriculum, Natural Disasters, Social Studies
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Thornton, Stephen J. – Theory Into Practice, 2018
Nel Noddings has presented a distinctive view of education that is relational in outlook. Although all of her writing holds implications for social education broadly construed, a subset of it addresses the school subject of social studies directly. This article mainly concerns what Noddings has said and implied about chief constructs of the…
Descriptors: Educational Philosophy, Educational Theories, Caring, Social Studies
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Conklin, Hilary G. – Theory Into Practice, 2018
In this article, I consider what Noddings' ideas about the critical lessons schools should teach might suggest for social education and critical thinking at the middle school level. Giving particular consideration to Noddings' calls to engage young people in self-understanding and allow students to pursue their interests, this article explores how…
Descriptors: Critical Thinking, Middle School Students, Early Adolescents, Student Interests
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Brooks, Laurie – Theory Into Practice, 2018
This article explores the ways in which the quantitative and qualitative tools used by risk managers can help students think critically about issues. In particular, it identifies some of the quantitative skills used for risk assessment that can be taught and used in mathematics and science classes. It also examines the qualitative knowledge of…
Descriptors: Risk Management, Critical Thinking, Moral Issues, Ethical Instruction
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Jacobs, Benjamin M. – Theory Into Practice, 2018
Drawing on Noddings' work on religion and education (1993), moral education (2002), and citizenship education (2005\, 2015), this article contemplates how educators both in public schools and parochial Jewish schools might teach students to care about critical issues confronting the Jewish community historically and contemporarily. Its premise is…
Descriptors: Jews, Caring, Religious Education, Ethical Instruction
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Libresco, Andrea S. – Theory Into Practice, 2018
This article explores Nel Noddings' conception of pedagogical neutrality and its meanings and implications for classroom conversations, particularly at the elementary grade levels. It examines the selection of issues for classroom discourse and the importance of teachers purposefully exposing students to arguments and data with which they may be…
Descriptors: Personal Narratives, Teaching Methods, Elementary School Teachers, Elementary School Students
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Lejano, Raul P.; Ajaps, Sandra – Theory Into Practice, 2018
Spatial injustices, especially the disproportionate exposure of disadvantaged communities to environmental risks, stem from an inability to appreciate the lived experience of risk and, instead, a reliance on technical frameworks for regulating it. We review Noddings' ideas about the caring attitude, in particular, that of caring for and, to some…
Descriptors: Hazardous Materials, Disadvantaged, Social Justice, Environmental Education
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Subedi, Binaya; Subreenduth, Sharon – Theory Into Practice, 2018
The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational…
Descriptors: Social Justice, Social Studies, Local Issues, Educational Malpractice
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Noddings, Nel – Theory Into Practice, 2018
Possibly the greatest problem now facing citizens and educators is the increasing polarization in society. In this article, I address today's social and political climate and the challenges it poses to communication and civil discourse. The problem is acute on college and university campuses, as well as in schools. I'll propose one potential…
Descriptors: Social Studies, Secondary School Curriculum, High Schools, Political Attitudes
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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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