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Buchanan, Karen; Buchanan, Thomas – Improving Schools, 2017
While the importance of a professional teacher's collaboration with diverse families is clearly highlighted in the US Department of Education's Every Student Succeeds Act (ESSA) and in US teaching standards, research consistently reports that teachers feel unprepared to do this aspect of their work. The failure of the teaching profession to grow…
Descriptors: Parent Teacher Cooperation, Family School Relationship, Educational Practices, Educational Strategies
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López-Vargas, Omar; Duarte-Suárez, Leydy; Ibáñez-Ibáñez, Jaime – Improving Schools, 2017
The research reviews the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence-independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers' performance area on self-efficacy and TPACK. In total, 208 teachers from a public…
Descriptors: Foreign Countries, Computer Literacy, Pedagogical Content Knowledge, Self Efficacy
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Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy – Improving Schools, 2016
Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students' autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher…
Descriptors: Active Learning, Student Projects, Literature Reviews, Quasiexperimental Design
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Tran, Yune – Improving Schools, 2014
One instrumental step in promoting overall children's academic success across the trajectory of early childhood, elementary, middle, and secondary grades is purposefully establishing positive linkages for families and schools through a shared partnership. By facilitating an ongoing collaborative approach to sustain family engagement practices…
Descriptors: Partnerships in Education, Family School Relationship, Success, Academic Achievement
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Clark, Ian – Improving Schools, 2014
The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…
Descriptors: Equal Education, Outcomes of Education, Disadvantaged Youth, Public Schools
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Allen, David – Improving Schools, 2013
The article presents a cross-domain inquiry into schoolwide professional learning community. It examines tensions in how professional learning community is conceptualized and how it is enacted in the processes of teacher groups. Drawing on a study of contemporary theatre arts practices, it proposes a model of collective creation that highlights…
Descriptors: Communities of Practice, Theater Arts, Elementary School Teachers, Faculty Development
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Heineke, Amy J.; Coleman, Elizabeth; Ferrell, Elizabeth; Kersemeier, Craig – Improving Schools, 2012
In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and…
Descriptors: Bilingual Students, Academic Achievement, Relevance (Education), Educational Improvement
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Michail, Samia – Improving Schools, 2011
This article explores the varied ways in which schools can respond to students who present with challenging behaviours and who are at risk of disengagement from learning. It sets out a typology of school responses and reflects on the philosophies which underpin each approach. In an effort to rethink the use of suspensions within schools, which…
Descriptors: Suspension, Parent School Relationship, Student Behavior, Learner Engagement