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Theory Into Practice最新文献

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The learning styles hypothesis is false, but there are patterns of student characteristics that are useful 学习风格的假设是错误的，但是有一些学生特征的模式是有用的
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107333
Daniel L. Dinsmore, Luke K. Fryer, Meghan M. Parkinson
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引用次数: 1
Is standards-based grading effective? 基于标准的评分是否有效?
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107338
Laura J. Link, T. Guskey
{"title":"Is standards-based grading effective?","authors":"Laura J. Link, T. Guskey","doi":"10.1080/00405841.2022.2107338","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107338","url":null,"abstract":"ABSTRACT 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 to an array of factors, including varying and uneven guidance provided by SBG proponents. Without precisely knowing what defines SBG and the clear criteria for judging its effectiveness, uncertainty, confusion, frustration, and resistance are leading educators to abandon SBG efforts altogether. The researchers conclude that there are three essential criteria necessary to define SBG and to judge its effectiveness in schools. When these criteria are discussed, applied, and met consistently, findings indicate that SBG can effectively serve its primary purpose—as an important tool for communicating students’ performance with students and parents.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85000045","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
“Don’t smile until December”: Bad advice based on the either-or fallacy “12月前不要微笑”:基于非此即彼谬论的糟糕建议
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107342
Jeff Vomund, Angela D. Miller
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引用次数: 0
Rethinking the college-for-all ethos 重新思考全民大学的风气
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107341
Angela Starrett, M. Irvin, Dodie Limberg, Shea E. Ferguson
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引用次数: 0
More than homework help: The critical role of afterschool programs for youth learning and development 不仅仅是家庭作业的帮助:课外活动对青少年学习和发展的关键作用
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107344
Katherine D. Philp
{"title":"More than homework help: The critical role of afterschool programs for youth learning and development","authors":"Katherine D. Philp","doi":"10.1080/00405841.2022.2107344","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107344","url":null,"abstract":"ABSTRACT Afterschool programs are increasingly recognized as valuable opportunities for learning that can create social capital, expose students to topics of interest, and build personal identities. Yet poor policies and ineffective practices driven by outdated ideals abound, including an emphasis on the caregiving function of afterschool programs for working families, as well as a focus on academic skill-building and remediation, often to the detriment of adolescents and students of color. I review historical trends and recent controversies alongside empirical and theoretical research to demonstrate the importance of afterschool for learning and development, particularly for students who are most likely to disengage from traditional school cultures. Using learning ecosystems models, I offer insights into how education leaders can leverage the strengths of afterschool programs to support academic achievement without simply extending the school day into afterschool.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81334172","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
Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction 克服障碍和范式之战:强有力的循证写作指导
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-27 DOI: 10.1080/00405841.2022.2107334
K. Harris, D. McKeown
{"title":"Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction","authors":"K. Harris, D. McKeown","doi":"10.1080/00405841.2022.2107334","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107334","url":null,"abstract":"ABSTRACT The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a meaningful difference in writing development for our students. We describe one EBP for writing instruction, the Self-Regulated Strategy Development (SRSD) model of instruction for writing. SRSD results in meaningful improvements in students' writing across grades 1-12 and can be integrated with best practices, including writers' workshop. We then separate fact from fiction regarding this approach for teaching students to write and to engage in reading for writing. Finally, we address paradigm wars and additional barriers to widespread adoption of SRSD in schools, and how to address these barriers.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73028072","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: 7
Technology in the classroom: Banking education or opportunities to learn? 课堂上的技术:银行教育还是学习机会?
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-03 DOI: 10.1080/00405841.2022.2096372
Aina Appova, Hea-Jin Lee, T. Bucci
{"title":"Technology in the classroom: Banking education or opportunities to learn?","authors":"Aina Appova, Hea-Jin Lee, T. Bucci","doi":"10.1080/00405841.2022.2096372","DOIUrl":"https://doi.org/10.1080/00405841.2022.2096372","url":null,"abstract":"ABSTRACT 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, opportunities to learn, and development of information/computer literacy. In the study, we introduce the notion of W3 (what technology is being used, why, and who is using it) to offer specific lenses (Table 1) related to K-12 technology-integrated instruction in regard to power structures. We offer suggestions on how teachers and educators can use these lenses to create technology-integrated activities to ensure equitable and meaningful learning opportunities. We provide additional recommendations on how administrators and policy makers can avoid banking (students’) education and support teachers’ implementation of effective technology platforms as major drivers for empowering students’ learning, progress, and future careers.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88770610","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: 4
All eyez on me: Disproportionality, disciplined, and disregarded while Black 所有人的目光都集中在我身上:当黑人的时候，我是不成比例的，有纪律的，被忽视的
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-03 DOI: 10.1080/00405841.2022.2096376
Erik M. Hines, D. Ford, Edward C. Fletcher Jr., James L. Moore III
{"title":"All eyez on me: Disproportionality, disciplined, and disregarded while Black","authors":"Erik M. Hines, D. Ford, Edward C. Fletcher Jr., James L. Moore III","doi":"10.1080/00405841.2022.2096376","DOIUrl":"https://doi.org/10.1080/00405841.2022.2096376","url":null,"abstract":"ABSTRACT In this article, we present an extensive overview of inequities in three areas of education: (1) gifted and talented education; (2) accelerated coursework; (3) and discipline. Intersectionality undergirds our focus on these three areas as they go together to paint a disturbing picture of the experiences of Black children in P-12 schools, as well as institutions of higher education. In addition to laying out the culturally assaultive problems, we provide recommendations and resources designed to develop anti-racist, culturally competent educators, along with an equitable education system where Black students are seen as capable, intelligent, good citizens, and humans who are understood and affirmed; thus, “All Eyez on Me” results in dynamic rather than deficit thinking among education professionals.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84259451","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: 7
When to grit and when to quit: (How) should grit be taught in K-12 classrooms? 什么时候该坚持，什么时候该放弃:K-12的课堂应该如何教授坚持?
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-03 DOI: 10.1080/00405841.2022.2096377
Shannon Audley, Maleka Donaldson
{"title":"When to grit and when to quit: (How) should grit be taught in K-12 classrooms?","authors":"Shannon Audley, Maleka Donaldson","doi":"10.1080/00405841.2022.2096377","DOIUrl":"https://doi.org/10.1080/00405841.2022.2096377","url":null,"abstract":"ABSTRACT 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 critiques of grit’s conceptual claims. Next, we discuss grit’s influence on school achievement, which has, at best, a negligible impact on school achievement. However, at worst, grit reifies social inequalities by boosting the performance of already-privileged individuals and harming minoritized groups and those in under-resourced learning contexts. Finally, we argue that grit does not compensate for adverse circumstances—including poverty, racial/ethnic discrimination, dis/abilities, and intersections—but instead reinforces privilege. Building on these insights, we close with several recommendations for policymakers, schools, and teachers to reduce the inequitable opportunity gaps that undermine achievement and support students with research-based interventions.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89266257","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
Beyond left and right: Learning is a whole-brain process 超越左和右:学习是一个全脑的过程
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-03 DOI: 10.1080/00405841.2022.2096386
D. Shin, Minhye Lee, M. Bong
{"title":"Beyond left and right: Learning is a whole-brain process","authors":"D. Shin, Minhye Lee, M. Bong","doi":"10.1080/00405841.2022.2096386","DOIUrl":"https://doi.org/10.1080/00405841.2022.2096386","url":null,"abstract":"ABSTRACT Are there really “right-brained” and “left-brained” learners? The argument of left- and right-brain learning is the second most pervasive neuromyth in education. In this article, we debunk this myth by distinguishing fact from fiction. Each hemisphere indeed shows dominance in processing certain types of cognitive function. However, individual characteristics and learning potentials cannot be categorized into the left or the right brain. Not only is the entire brain required for any type of learning, but also there exist considerable individual differences in the hemispheric specialization of any specific function. Good teaching is not determining or matching instruction to who is left and who is right but engaging each student’s whole brain. Teachers should instead help students utilize and develop their whole brain by (a) delivering instruction in multiple modes and providing diverse encoding pathways, (b) involving students in the extensive practice of important skills, and (c) promoting students’ agency and self-regulation.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81573740","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: 1
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