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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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Fosmire, Michael – Theory Into Practice, 2017
Engineering designers must make evidence-based decisions when applying the practical tools and techniques of their discipline to human problems. Information literacy provides a structure for determining information gaps, locating appropriate and relevant information, applying that information effectively, and documenting and managing the knowledge…
Descriptors: Information Literacy, Information Skills, Engineering Education, Design
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Roth, Wolff-Michael – Theory Into Practice, 2017
Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects--including those marked learning disabled--because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on…
Descriptors: STEM Education, Engineering Education, Engineering, Theory Practice Relationship
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Mein, Erika; Esquinca, Alberto – Theory Into Practice, 2017
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by…
Descriptors: Bilingualism, Self Concept, Code Switching (Language), Role
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Wilson-Lopez, Amy; Strong, Kristin; Sias, Christina – Theory Into Practice, 2017
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people's lives, it seems especially important that students learn to recognize and…
Descriptors: Critical Literacy, Engineering Education, High School Students, Design
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Redman, Christine – Theory Into Practice, 2017
The main focus here is to examine the benefits of defining and developing an engineering curriculum for elementary schools. Like many other international educational systems, Australian educational settings have been seeking to effectively implement science, technology, engineering, and mathematics (STEM) education. However, current assumptions…
Descriptors: STEM Education, Engineering, Engineering Education, Science Education
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Bull, Glen; Schmidt-Crawford, Denise A.; McKenna, Michael C.; Cohoon, Jim – Theory Into Practice, 2017
"Storymaking" makes use of school makerspaces to combine making and storytelling. Constructing a diorama is a common storytelling activity in schools. This exploratory study describes preliminary efforts that explored the feasibility of extending "Make to Learn" activities with elementary and middle school students from two…
Descriptors: Story Telling, Puppetry, Creativity, Elementary School Students
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McVee, Mary; Silvestri, Katarina; Shanahan, Lynn; English, Ken – Theory Into Practice, 2017
This article [explores] the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more…
Descriptors: After School Programs, Clubs, Females, English Language Learners
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Giroux, Carolyn S.; Moje, Elizabeth Birr – Theory Into Practice, 2017
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before--not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards…
Descriptors: Engineering Education, Participant Observation, Interviews, Technical Occupations
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Stephens, Jason M. – Theory Into Practice, 2017
The belief that cheating is wrong doesn't prevent its enactment. For example, many students cheat despite believing that is wrong or unjustifiable. The question taken up in this article concerns how the resulting cognitive dissonance is ameliorated; that is, how do students cheat and not feel guilty? This article will describe two "good"…
Descriptors: Cheating, Ethics, Psychological Patterns, Beliefs
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