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Theory Into Practice最新文献

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The rights of trans and queer learners in K-12 classrooms K-12 年级课堂中变性和同性恋学习者的权利
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-09-04 DOI: 10.1080/00405841.2024.2389016
Aubrey Neihaus, Russell B. Toomey, Carol Brochin
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引用次数: 0
Equity, accountability and change in the school board space 公平、问责和学校董事会空间的变革
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-08-30 DOI: 10.1080/00405841.2024.2343765
Mary E. Dilworth, Segun Eubanks, Warren Seay Jr.
{"title":"Equity, accountability and change in the school board space","authors":"Mary E. Dilworth, Segun Eubanks, Warren Seay Jr.","doi":"10.1080/00405841.2024.2343765","DOIUrl":"https://doi.org/10.1080/00405841.2024.2343765","url":null,"abstract":"The narrative and actions of this nation’s PK-12 school boards are exceptionally intense, and debatably have little constructive impact on quality education. This issue curates research and the aut...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142195010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The rights of undergraduate queer and Trans* students of color as STEM majors 本科生中的有色人种同性恋和跨性别学生作为 STEM 专业学生的权利
IF 2.5 2区 教育学
Theory Into Practice Pub Date : 2024-08-08 DOI: 10.1080/00405841.2024.2389015
Luis A. Leyva
{"title":"The rights of undergraduate queer and Trans* students of color as STEM majors","authors":"Luis A. Leyva","doi":"10.1080/00405841.2024.2389015","DOIUrl":"https://doi.org/10.1080/00405841.2024.2389015","url":null,"abstract":"","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard 没有语言的社区为双语/多语种学生设计课堂空间时的考虑因素，让他们能够发言、倾听并被倾听
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-08-06 DOI: 10.1080/00405841.2024.2389018
Melissa Adams Corral, Ashley Rodríguez
{"title":"A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard","authors":"Melissa Adams Corral, Ashley Rodríguez","doi":"10.1080/00405841.2024.2389018","DOIUrl":"https://doi.org/10.1080/00405841.2024.2389018","url":null,"abstract":"This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to sp...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social studies curriculum in an era of state restricted civic participation: Responding to texas senate bill 3 with the rights of the learner 州限制公民参与时代的社会研究课程：以学习者的权利回应德克萨斯州参议院第 3 号法案
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-08-06 DOI: 10.1080/00405841.2024.2389014
Samantha Leihsing, Ann Marie Ryan
{"title":"Social studies curriculum in an era of state restricted civic participation: Responding to texas senate bill 3 with the rights of the learner","authors":"Samantha Leihsing, Ann Marie Ryan","doi":"10.1080/00405841.2024.2389014","DOIUrl":"https://doi.org/10.1080/00405841.2024.2389014","url":null,"abstract":"How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to suppor...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics 以社区和关爱为中心：落实托雷斯的学习者权利，支持中年级学生在数学学习中建立集体责任感
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-08-06 DOI: 10.1080/00405841.2024.2389020
Jennifer A. Wolfe, Crystal Picazo
{"title":"Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics","authors":"Jennifer A. Wolfe, Crystal Picazo","doi":"10.1080/00405841.2024.2389020","DOIUrl":"https://doi.org/10.1080/00405841.2024.2389020","url":null,"abstract":"In this paper, we propose a teaching approach centered on community and care, aimed at fostering a democratic classroom environment. We highlight the communal co-creation of the Rights of the Learn...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rehumanizing mathematics education with the RotL through defiance, trust, and love: A conversation with Olga Torres 通过反抗、信任和爱，让数学教育与 RotL 重新人性化：与奥尔加-托雷斯的对话
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-08-06 DOI: 10.1080/00405841.2024.2389017
Crystal A. Kalinec-Craig, Priya V. Prasad, Olga G. Torres
{"title":"Rehumanizing mathematics education with the RotL through defiance, trust, and love: A conversation with Olga Torres","authors":"Crystal A. Kalinec-Craig, Priya V. Prasad, Olga G. Torres","doi":"10.1080/00405841.2024.2389017","DOIUrl":"https://doi.org/10.1080/00405841.2024.2389017","url":null,"abstract":"In this article, we engage in a discussion about how we came to Torres’ Rights of the Learner (RotL) and how these ideas can transform the way we teach mathematics and the ways our students learn m...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Small government takeover: The politics of Public-School Board dissolution and the Impact on Student Achievement 小政府接管：解散公立学校董事会的政治原因及其对学生成绩的影响
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-05-20 DOI: 10.1080/00405841.2024.2343794
Warren Seay Jr
{"title":"Small government takeover: The politics of Public-School Board dissolution and the Impact on Student Achievement","authors":"Warren Seay Jr","doi":"10.1080/00405841.2024.2343794","DOIUrl":"https://doi.org/10.1080/00405841.2024.2343794","url":null,"abstract":"State takeovers of public-school districts are a controversial method to help fix struggling schools across the United States. This article considers the reasons behind takeovers, their effects on ...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141146347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices 从特殊教育课堂 "讲故事"：以无障碍--相互依赖--亲密关系的声音为中心，将其作为教学实践中的跨学科正义
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-05-20 DOI: 10.1080/00405841.2024.2355840
M. Cannon, D. Hernández-Saca
{"title":"“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices","authors":"M. Cannon, D. Hernández-Saca","doi":"10.1080/00405841.2024.2355840","DOIUrl":"https://doi.org/10.1080/00405841.2024.2355840","url":null,"abstract":"","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mending the Intersectional Gap: Supporting emergent multilinguals labeled as disabled through translanguaging and universal design for learning 修补跨学科差距：通过翻译语言和通用学习设计为被贴上残疾标签的新兴多语言学生提供支持
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2024-05-20 DOI: 10.1080/00405841.2024.2355843
Lilly B. Padía, María Cioé-Peña, Jennifer Phuong
{"title":"Mending the Intersectional Gap: Supporting emergent multilinguals labeled as disabled through translanguaging and universal design for learning","authors":"Lilly B. Padía, María Cioé-Peña, Jennifer Phuong","doi":"10.1080/00405841.2024.2355843","DOIUrl":"https://doi.org/10.1080/00405841.2024.2355843","url":null,"abstract":"","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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