NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Teachers' Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration
Peer reviewed Peer reviewed
Direct linkDirect link
Stein, Kristy Cooper; Miness, Andrew; Kintz, Tara – Teachers College Record, 2018
Background: Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers' ability to engage all of their students. Assessing varied models…
Descriptors: Learner Engagement, Theories, Social Theories, Hypothesis Testing
The Danger of a Single Theory: Understanding Students' Voices and Social Justice in the Peruvian Andes
Peer reviewed Peer reviewed
Direct linkDirect link
Levitan, Joseph A. S. – Teachers College Record, 2018
Background/Context: Working towards social justice in education requires students' voices to be heard and understood (Mansfield, 2014). This is especially the case for students from marginalized populations. Prior research has shown the value and importance of students' voices for school retention, academic success, school inclusivity, and student…
Descriptors: Foreign Countries, Secondary School Students, Indigenous Populations, Student Attitudes
What Is a Culture of Evidence? How Do You Get One? And... Should You Want One?
Peer reviewed Peer reviewed
Direct linkDirect link
Peck, Charles A.; McDonald, Morva A. – Teachers College Record, 2014
Background/Context: Contemporary state and national policy rhetoric reflects increased press for "evidence-based" decision making within programs of teacher education, including admonitions that programs develop a "culture of evidence" in making decisions regarding policy and practice. Recent case study reports suggest that…
Descriptors: Evidence, Decision Making, Teacher Education, Case Studies
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Howard, Tyrone C. – Teachers College Record, 2008
Background/Context: Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in…
Descriptors: African American Students, Teacher Attitudes, Administrator Attitudes, Educational Environment