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Shell, Duane F. – Theory Into Practice, 2023
Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the…
Descriptors: Outcomes of Education, Expectation, Beliefs, Student Motivation
Graham, Sandra; Taylor, April Z. – Theory Into Practice, 2022
Attribution theory is concerned with why outcomes occur such as "Why did I fail the exam?" or "Why are they picking on me?" (Weiner, 1986, 2018; see Graham, 2020 for a review). Although this article focuses on achievement, attributions are relevant to the social as well as the achievement domain. Both questions concern failure…
Descriptors: Attribution Theory, Intervention, Retraining, Student Motivation
Hosan, Naheed E.; Smith, Veronica; Strean, William B.; Sibinga, Erica M. S.; Punja, Salima; Vohra, Sunita – Theory Into Practice, 2022
Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings:…
Descriptors: Metacognition, Intervention, Best Practices, Stress Management
Link, Laura J.; Guskey, Thomas R. – Theory Into Practice, 2022
This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there's little consensus on what "standards-based grading" actually means. As a result, SBG implementation is widely inconsistent due…
Descriptors: Academic Standards, Grading, Evaluation Methods, Instructional Effectiveness
Appova, Aina; Lee, Hea-Jin; Bucci, Terri – Theory Into Practice, 2022
This study examines the limited use of technology as a potential obstacle to educational progress and development. Grounding our work in social justice issues reflected in the "Pedagogy of the Oppressed," "banking education" was reviewed to articulate this use of technology, including the limited students' engagement,…
Descriptors: Technology Uses in Education, Barriers, Academic Achievement, Social Justice
Audley, Shannon; Donaldson, Maleka – Theory Into Practice, 2022
Educational lore casts grit as a panacea for solving long-standing achievement disparities. Fifteen years of empirical research has not supported this claim, yet many schools still uphold grit. Why? This article examines when (and if) K-12 educators should emphasize grit in classrooms. We first define the construct and offer evidence-based…
Descriptors: Persistence, Elementary Secondary Education, Evidence Based Practice, Academic Achievement
Olivos, Edward M. – Theory Into Practice, 2021
Parental satisfaction is often used "as one indicator of school success or one outcome of school effectiveness". However, the notion that it is possible to gauge minoritized parental satisfaction in schools without first understanding their educational beliefs and values about education and their knowledge about the US school system is…
Descriptors: Biculturalism, Parent Attitudes, Immersion Programs, Hispanic American Students
Spycher, Pamela; Girard, Vanessa; Moua, Bao – Theory Into Practice, 2020
Among the many approaches proposed for closing opportunity and achievement gaps is supporting student's academic language development. Often, however, instructional approaches that are more familiar to teachers, such as helping students learn new vocabulary, are prioritized over more complex and less familiar explorations into disciplinary…
Descriptors: Hmong People, Culturally Relevant Education, Elementary School Students, Literacy Education
Palmer, Deborah K.; Cervantes-Soon, Claudia; Dorner, Lisa; Heiman, Daniel – Theory Into Practice, 2019
Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture, and race backgrounds, equity…
Descriptors: Bilingualism, Cultural Pluralism, Critical Theory, Bilingual Education
Anderman, Eric M.; Koenka, Alison C. – Theory Into Practice, 2017
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic…
Descriptors: Student Motivation, Cheating, Student Behavior, Goal Orientation
Hasbrouck, Jan – Theory Into Practice, 2017
A recent research report from the International Literacy Association (ILA, 2015) discussed the current challenges facing today's educators, noting the increasing diversity of students' backgrounds and needs, coupled with the higher expectations and standards being widely adopted to prepare students for 21st-century skills. The ILA (2015) document…
Descriptors: Coaching (Performance), Faculty Development, Models, Teacher Collaboration
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
Graham, Sandra – Theory Into Practice, 2016
This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and…
Descriptors: Bullying, Victims, Mental Health, Physical Health
Sheras, Peter L.; Bradshaw, Catherine P. – Theory Into Practice, 2016
Schools have a considerable influence on children's development, through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. Although some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs…
Descriptors: School Policy, Educational Environment, Educational Policy, Discipline
López, Francesca; Iribarren, Jacqueline – Theory Into Practice, 2014
In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting…
Descriptors: Inclusion, English Language Learners, Language Proficiency, Second Language Learning