Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 4 |
Since 2005 (last 20 years) | 6 |
Descriptor
Source
Theory Into Practice | 6 |
Author
Publication Type
Journal Articles | 6 |
Reports - Descriptive | 3 |
Reports - Evaluative | 2 |
Opinion Papers | 1 |
Education Level
Elementary Education | 6 |
Grade 4 | 2 |
Early Childhood Education | 1 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
Intermediate Grades | 1 |
Primary Education | 1 |
Audience
Location
California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Bailey, Alison L. – Theory Into Practice, 2020
This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…
Descriptors: Mathematics Instruction, Language Usage, Bilingual Students, Mathematical Concepts
Somerville, Jessica; Faltis, Christian – Theory Into Practice, 2019
In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in…
Descriptors: Bilingual Education Programs, Code Switching (Language), Spanish, English (Second Language)
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
Lawrence, Ann M.; Crespo, Sandra – Theory Into Practice, 2016
We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those…
Descriptors: Persuasive Discourse, Classroom Communication, Discussion (Teaching Technique), Geometry
Pandya, Jessica Zacher – Theory Into Practice, 2012
In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical…
Descriptors: Critical Thinking, Thinking Skills, Elementary School Curriculum, Inquiry
Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett – Theory Into Practice, 2012
This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…
Descriptors: Bilingual Education, English (Second Language), Bilingualism, Science Instruction