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Showing 1 to 15 of 24 results Save | Export
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Baggett, Hannah Carson; Simmons, Crystal G. – Journal of Education, 2017
This qualitative case study explored how two White teacher candidates understood and conceptualized racial profiling in the wake of Trayvon Martin's murder. The teacher candidates were interviewed about their experiences with profiling in educational contexts. One participant conceptualized racial profiling as intrinsic to her understanding of the…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Whites, Racial Attitudes
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Zhang-Wu, Qianqian – Journal of Education, 2017
As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K-12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a…
Descriptors: Elementary School Teachers, Grade 4, Urban Teaching, Public School Teachers
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Forzani, Elena; Leu, Donald J. – Journal of Education, 2017
In this joint reflection, the authors discuss the nature of literacy in relation to "New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment" (Leu, Kinzer, Coiro, Castek, & Henry, 2013), a chapter reprinted in this issue of the "Journal of Education." They reflect on the meaning…
Descriptors: Literacy, Educational Theories, Educational Research, Literacy Education
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LaBelle, Jeffrey T.; Belknap, Gabrielle – Journal of Education, 2017
To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs…
Descriptors: Educational Philosophy, Preservice Teacher Education, Relevance (Education), Educational Needs
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Rimbey, Michelle; McKeown, Margaret; Beck, Isabel; Sandora, Cheryl – Journal of Education, 2016
This descriptive study explored how teachers implemented interactive practices during vocabulary instruction after participating in a professional development initiative comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom…
Descriptors: Vocabulary Development, Reading Instruction, Professional Development, Educational Practices
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Hoffman, James V.; Martinez, Ramón A.; Danielson, Katie – Journal of Education, 2016
In this article, we focus on the past, the present, and the future. We consider the ways "Becoming a Nation of Readers: The Report of the Commission on Reading" ("BNR") (Anderson, Hiebert, Scott, & Wilkinson, 1985) fulfilled the authors' aspirations to introduce into schools "the practices seen in the classrooms of the…
Descriptors: Emergent Literacy, Early Reading, Best Practices, Theory Practice Relationship
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Ramos, Kathleen Ann – Journal of Education, 2015
The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…
Descriptors: Persuasive Discourse, Academic Discourse, Essays, Adolescents
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Drost, Bryan R.; Levine, Anita C. – Journal of Education, 2015
Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of these plans challenges both preservice teachers and the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States.…
Descriptors: Lesson Plans, Educational Strategies, Alignment (Education), Preservice Teachers
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Coiro, Julie; Sekeres, Diane Carver; Castek, Jill; Guzniczak, Lizabeth – Journal of Education, 2014
This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of…
Descriptors: Grade 3, Grade 4, Grade 5, Cognitive Style
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Hodges, Thomas E.; Jong, Cindy – Journal of Education, 2014
The authors drew upon Remillard and Bryans' categorization of curriculum use in observating two middle-grade teachers' integration of Standards-based curriculum materials produced by the National Council of Teachers of Mathematics. Each teacher participated in a two-year professional development program focused on increasing content knowledge and…
Descriptors: Communities of Practice, Curriculum Implementation, Mathematics Curriculum, Middle School Teachers
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Ryan, Ann Marie; Heineken, Amy J.; Steindam, Caleb E. – Journal of Education, 2014
In this article, we describe the initiative of one university's teacher education program to incorporate the International Baccalaureate Teacher Certificate. Responding to the growing number of public and private IB World Schools in urban and suburban settings in our region, the program aims to prepare teachers to meet the needs of diverse…
Descriptors: Advanced Placement Programs, Teacher Education Programs, Certification, Global Approach
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Frankel, Katherine K.; Pearson, P. David – Journal of Education, 2013
In this joint reflection two of the contributors to this issue of the "Journal of Education" consider the processes and practices that led to the publication of their respective pieces. Since one of the authors, Katherine Frankel, was a doctoral advisee of the other, David Pearson, they also reflect on the mentoring practices they shared…
Descriptors: Reflection, Researchers, Research Reports, Faculty Publishing
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Sommerfeld, Amanda K.; Bowen, Paul – Journal of Education, 2013
Bachelor's degree attainment has become essential for U.S. labor market participation. However, degree attainment is differentially accessible across racial and economic lines. One explanation of degree disparities is that urban students often lack the social and cultural capital needed to succeed in higher education institutions. This article…
Descriptors: Cultural Capital, Urban Youth, Success, College Readiness
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Chita-Tegmark, Meia; Gravel, Jenna W.; Serpa, Maria de Lourdes B.; Domings, Yvonne; Rose, David H. – Journal of Education, 2012
This article describes the mechanism through which cultural variability is a source of learning differences. The authors argue that the Universal Design for Learning can be extended to capture the way learning is influenced by cultural variability, and show how the UDL framework might be used to create a curriculum that is responsive to this…
Descriptors: Access to Education, Culturally Relevant Education, Student Diversity, Cultural Differences
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d'Souza, Lisa A. – Journal of Education, 2012
A case study of a beginning teacher in an urban high school, conducted over five years including one preservice year and the first four years of teaching, describes how the teacher came to understand and amend her assessment practices through guided questioning of student work. The protocol poses questions to engage teachers in discussions about…
Descriptors: Inquiry, Case Studies, Beginning Teachers, Urban Schools
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