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Theory Into Practice最新文献

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The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers 在学校使用正念的“什么”、“为什么”和“何时”:教育工作者和政策制定者的最佳实践和指导
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-28 DOI: 10.1080/00405841.2022.2107822
N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra
{"title":"The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers","authors":"N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra","doi":"10.1080/00405841.2022.2107822","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107822","url":null,"abstract":"ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"48 1","pages":"465 - 476"},"PeriodicalIF":3.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76252181","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: 3
“Keep calm and earn more points”: What research says about token economy systems “保持冷静，赚取更多积分”:关于代币经济系统的研究
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-07-28 DOI: 10.1080/00405841.2022.2107808
Jonathan Smith, Fanny-Alexandra Guimond, Jérôme St-Amand, Elizabeth Olivier, R. Chouinard
{"title":"“Keep calm and earn more points”: What research says about token economy systems","authors":"Jonathan Smith, Fanny-Alexandra Guimond, Jérôme St-Amand, Elizabeth Olivier, R. Chouinard","doi":"10.1080/00405841.2022.2107808","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107808","url":null,"abstract":"ABSTRACT The use of reward systems is common in education, particularly at the primary school level. Indeed, there are very few classes in primary schools in which such systems are not implemented. Token economy are used to encourage students to adopt appropriate target social and academic behaviors. However, consensus on their effectiveness is lacking. It is beyond the scope of this article to determine whether token economy systems actually achieve their intended purpose. This article does provide important insights into their origins and offers an up-to-date overview of the research on their effects, which serve as a basis for recommendations to educators and administrators who may need to take a position on their use.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"124 1","pages":"384 - 394"},"PeriodicalIF":3.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80373506","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
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
{"title":"The learning styles hypothesis is false, but there are patterns of student characteristics that are useful","authors":"Daniel L. Dinsmore, Luke K. Fryer, Meghan M. Parkinson","doi":"10.1080/00405841.2022.2107333","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107333","url":null,"abstract":"ABSTRACT The learning styles hypothesis—and particularly the meshing hypothesis—state that learners’ preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predict learning gains on academic tasks. Despite the fact that this hypothesis is not borne out by the scientific evidence available to us, it still remains in widespread classroom use. This article begins by discussing the evidence against learning styles. Second, the article discusses why teachers might continue to believe in and use learning styles in their classroom as well as why essentialist beliefs about learning are not helpful. Finally, 3 variables that do impact student learning—knowledge, strategies, and interest are discussed. Each is defined, their development and measurements are discussed, and finally some instructional examples are given. Replacing the use of learning styles in the classroom with instructional decisions based on the development of knowledge, strategies, and interest can improve student learning outcomes across a wide range of subjects and grade levels.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"139 1","pages":"418 - 428"},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72749534","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
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":"61 1","pages":"406 - 417"},"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
{"title":"“Don’t smile until December”: Bad advice based on the either-or fallacy","authors":"Jeff Vomund, Angela D. Miller","doi":"10.1080/00405841.2022.2107342","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107342","url":null,"abstract":"ABSTRACT Despite over 30 years of educational research to the contrary, some educators continue to hold to classroom management theories along the lines of “don’t smile until December,” which pits consistency and control in the classroom against the kindness and caring that should also characterize the learning environment. We address the source of this controversy as faulty reasoning that sees expressions of care as competing with instructional values such as rigorous lessons from teachers and high expectations for students. In fact, research suggests that from student perspectives, quality teaching and high expectations do not compete with caring but express it. We suggest 3 teaching strategies that illustrate how these seemingly disparate aspects of teaching are connected. Further, we consider how teachers can use cognitive empathy to carry out these strategies effectively. The article closes with examples of how these strategies can be practically implemented in classrooms.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"200 1","pages":"454 - 464"},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74530435","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
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
{"title":"Rethinking the college-for-all ethos","authors":"Angela Starrett, M. Irvin, Dodie Limberg, Shea E. Ferguson","doi":"10.1080/00405841.2022.2107341","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107341","url":null,"abstract":"ABSTRACT A college-for-all ethos has been an echoed refrain of American society since the 1990s, but in recent years, it has found a challenge in the burgeoning belief that a college degree is of subjective value and potentially unnecessary to find a well-paying job. This article casts light on these opposed viewpoints in an effort to determine the objective modern-day value of postsecondary education. In the article, we use Bronfenbrenner’s Ecological Systems Model to provide a framework through which educators can support students as they attempt to discern the best postsecondary and career plans for them. We examine current literature to determine whether or not the two aforementioned perspectives align with current research, assess research demonstrative of Bronfenbrenner’s posited complexity, and dissect the concepts put forth through our use of the Ecological Systems Model.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"56 1","pages":"443 - 453"},"PeriodicalIF":3.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74059108","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
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":"44 1","pages":"395 - 405"},"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":"55 1","pages":"429 - 442"},"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":"63 1","pages":"254 - 264"},"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":"35 1","pages":"288 - 299"},"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
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