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Showing 1 to 15 of 185 results Save | Export
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Perin, Dolores; Holschuh, Jodi Patrick – Review of Research in Education, 2019
Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to…
Descriptors: Academic Education, College Preparation, Student Improvement, Literacy
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Souto-Manning, Mariana; Falk, Beverly; López, Dina; Barros Cruz, Lívia; Bradt, Nancy; Cardwell, Nancy; McGowan, Nicole; Perez, Aura; Rabadi-Raol, Ayesha; Rollins, Elizabeth – Review of Research in Education, 2019
In this review of research, we offer a meta-analysis of young children's learning and development within and across psychology, education, and linguistics. Engaging with Soja's concept of "Thirdspace," we mapped young children's learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways…
Descriptors: Interdisciplinary Approach, Equal Education, Early Childhood Education, Young Children
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Neri, Rebecca Colina; Lozano, Maritza; Gomez, Louis M. – Review of Research in Education, 2019
Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Resistance to Change, Beliefs
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Thomas, M. Shelley; Crosby, Shantel; Vanderhaar, Judi – Review of Research in Education, 2019
Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing…
Descriptors: Trauma, Intervention, Educational Practices, Mental Health Programs
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Graham, Steve – Review of Research in Education, 2019
If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many…
Descriptors: Writing Instruction, Teaching Methods, Barriers, Time Factors (Learning)
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Peurach, Donald J.; Cohen, David K.; Yurkofsky, Maxwell M.; Spillane, James P. – Review of Research in Education, 2019
In the early 1990s, the logic and policies of systemic reform launched a press to coordinate the pursuit of excellence and equity in U.S. public education, with each other and with classroom instruction. There was little in that policy moment to predict that these reforms would sustain, and much to predict otherwise. Yet, nearly three decades…
Descriptors: Educational Change, Public Education, Access to Education, School Districts
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Daniel, Julia; Quartz, Karen Hunter; Oakes, Jeannie – Review of Research in Education, 2019
The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and…
Descriptors: Community Schools, Equal Education, Culturally Relevant Education, Educational Practices
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Manfra, Meghan McGlinn – Review of Research in Education, 2019
Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage…
Descriptors: Action Research, Educational Change, Communities of Practice, Barriers
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Garrett, Rachel; Citkowicz, Martyna; Williams, Ryan – Review of Research in Education, 2019
While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little…
Descriptors: Teacher Effectiveness, Teacher Improvement, Educational Practices, Coaching (Performance)
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Liu, Katrina; Ball, Arnetha F. – Review of Research in Education, 2019
This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic…
Descriptors: Transformative Learning, Student Diversity, Teacher Education Programs, Educational Change
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Fitzgerald, Miranda Suzanne; Palincsar, Annemarie Sullivan – Review of Research in Education, 2019
"Sensemaking" entails being active, self-conscious, motivated, and purposeful in the world. It is an activity that is always situated within the cultural and historical contexts in which we interact with others and with the aid of tools. In this chapter, we contrast "everyday sensemaking" with "academic sensemaking"…
Descriptors: Educational Practices, Teaching Methods, Teacher Student Relationship, Learner Engagement
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Viesca, Kara Mitchell; Strom, Kathryn; Hammer, Svenja; Masterson, Jessica; Linzell, Cindy Hammer; Mitchell-McCollough, Jessica; Flynn, Naomi – Review of Research in Education, 2019
Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for…
Descriptors: Multilingualism, Teaching Methods, Course Content, Learning Processes
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Kennedy, Mary M. – Review of Research in Education, 2019
This chapter examines research on professional development, or PD, focusing specifically on underlying assumptions about the nature of teaching and the nature of teacher learning. It examines PD programs according to their assumptions about what teachers need to learn, and it examines PD studies according to how and when they expect to see…
Descriptors: Faculty Development, Program Effectiveness, Educational Practices, Research Design
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Piety, Philip J. – Review of Research in Education, 2019
This chapter reviews actionable data use--both as an umbrella term and as a specific concept--developed in three different traditions that data/information can inform and guide P-20 educational practice toward better outcomes. The literatures reviewed are known as data-driven decision making (DDDM), education data mining (EDM), and learning…
Descriptors: Educational Practices, Data Use, Outcomes of Education, Learning Analytics
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Johnson, Lauri D.; Pak, Yoon K. – Review of Research in Education, 2019
This historiography chronicles educators' efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as…
Descriptors: Cultural Pluralism, Historiography, Educational History, Teaching Methods
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