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Brown, Alexis Carmela – Dialogic Pedagogy, 2016
Literacy and language development is a central aspect of educational theory and practice. One area of literacy and language research that has had a lot of attention is dialogic teaching (Bakhtin, 1984; Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009; Reznitskaya & Gregory, 2013). However, there is limited research on…
Descriptors: Classroom Communication, Teaching Methods, Discourse Analysis, Video Technology
Ghazarian, Stella S. – ProQuest LLC, 2023
Supervision is essential to the development of school psychologists. Effective supervision cultivates professional competence and objectivity, enhances service delivery, encourages critical thinking and problem solving, and supports school psychologists to engage in continuous professional development activities. Yet, there is little information…
Descriptors: High School Students, High Schools, Emotional Disturbances, School Psychology
Cannata, Marisa; Redding, Christopher; Nguyen, Tuan D. – Grantee Submission, 2019
This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means…
Descriptors: Ownership, Student Responsibility, Educational Practices, School Culture
Cannata, Marisa; Redding, Christopher; Nguyen, Tuan D. – Journal of Research on Educational Effectiveness, 2019
This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means…
Descriptors: Ownership, Student Responsibility, Educational Practices, School Culture
LeFevre, Ami – ProQuest LLC, 2019
Access to advanced-level science courses can be difficult for those students who start in a tracked system. Tracking is an educational practice where students are assigned to different classes based on ability level. African American and Hispanic students are most at risk since most minority students are found in the lower level track (Burris,…
Descriptors: Direct Instruction, Persuasive Discourse, Track System (Education), Secondary School Science
Cannata, Marisa; Redding, Christopher; Nguyen, Tuan D. – Grantee Submission, 2016
This paper is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating…
Descriptors: Ownership, Student Responsibility, Educational Practices, School Culture
Bineham, Susan C.; Shelby, Liz; Pazey, Barbara L.; Yates, James R. – Journal of School Leadership, 2014
Federal legislation allows local education agencies to use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response to intervention (RTI). Despite increased literature addressing RTI, no consensus on…
Descriptors: Response to Intervention, Special Education, Regular and Special Education Relationship, Program Implementation
Schussler, Deborah L. – Theory Into Practice, 2009
This article explores how teachers manage classrooms to facilitate the intellectual engagement of disengaged students. The author proposes that teachers create an environment conducive to intellectual engagement when students perceive: (a) that there are opportunities for them to succeed, (b) that flexible avenues exist through which learning can…
Descriptors: Student Attitudes, Learner Engagement, Classroom Environment, Classroom Research