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Bertram Gallant, Tricia – Theory Into Practice, 2017
In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in…
Descriptors: Integrity, Theory Practice Relationship, Educational Environment, Instructional Improvement
Kamil, Michael L. – Theory Into Practice, 2016
This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS…
Descriptors: Common Core State Standards, Instructional Innovation, Teaching Methods, Teaching Models
Vaughn, Margaret; Parsons, Seth A.; Burrowbridge, Sarah Cohen; Weesner, Janice; Taylor, Laurel – Theory Into Practice, 2016
Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term "adaptability" means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators,…
Descriptors: Teacher Attitudes, Reflection, Definitions, Barriers
Allen, Melony; Webb, Angela W.; Matthews, Catherine E. – Theory Into Practice, 2016
This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate…
Descriptors: STEM Education, Science Instruction, Pedagogical Content Knowledge, Constructivism (Learning)
Johnston, Peter; Dozier, Cheryl; Smit, Julie – Theory Into Practice, 2016
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…
Descriptors: Teaching Methods, Teaching Models, Instructional Innovation, Student Centered Curriculum
Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee – Theory Into Practice, 2016
Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…
Descriptors: Teacher Improvement, Faculty Development, Teaching Methods, Teaching Models
Gibson, Sharan A.; Ross, Pamela – Theory Into Practice, 2016
Teachers' instructional practice is pedagogically vulnerable when not anchored within detailed and comprehensive observation and understanding of students' immediate responses during instruction. Professional noticing ability, then, is central to, and integrated within, teachers' ability to provide instruction appropriately adapted to students'…
Descriptors: Educational Practices, Teaching Methods, Teaching Models, Instructional Innovation
Parsons, Seth A.; Vaughn, Margaret – Theory Into Practice, 2016
In this article, the collection of articles in this issue are synthesized to discuss conceptualizations of adaptive teaching as a means to foster spaces for adaptive teaching in today's complex educational system. Themes that exist across this collection of articles include adaptive teachers as constructivists, adaptive teachers as knowledgeable…
Descriptors: Teaching Methods, Teaching Models, Instructional Innovation, Knowledge Base for Teaching
Jordan, Michelle E. – Theory Into Practice, 2016
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs…
Descriptors: Preservice Teachers, Instructional Design, Educational Practices, Teaching Methods
Vagle, Mark D. – Theory Into Practice, 2016
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…
Descriptors: Instructional Innovation, Teaching Methods, Teaching Models, Social Class
Fuchs, Douglas; Fuchs, Lynn S. – Theory Into Practice, 2016
Classroom research on adaptive teaching indicates few teachers modify instruction for at-risk students in a manner that benefits them. Responsiveness-To-Intervention, with its tiers of increasingly intensive instruction, represents an alternative approach to adaptive instruction that may prove more workable in today's schools.
Descriptors: Response to Intervention, Systems Approach, Instructional Innovation, Classroom Research