Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education – Book Review Francoise Bodone By Mary Dilg. Teachers College Press, 1999. 120 pp., $18.95 (paper). ISBN 0-80773-822-0 Regardless of how obvious and inevitable the racial and cultural diversity of students in American public schools is, teaching about race, culture, or ethnicity remains […]
Category: Theory Into Practice
Applying Learner-Centered Principles to middle school education Judith L. Meece This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, […]
Beyond reflection: teacher learning as praxis Peter Hoffman-Kipp Reflection is increasingly used as a means to support teacher professional development, and ultimately to support teachers’ efforts to improve the persistent underachievement of minority students. In this article, we identify the limits of the traditional view of reflection, argue that reflection is an artifact and a […]
The motivational benefits of homework: a social-cognitive perspective Janine Bempechat This article argues that, as a pedagogical practice, homework plays a critical, long-term role in the development of children’s achievement motivation. Homework provides children with time and experience to develop positive beliefs about achievement, as well as strategies for coping with mistakes, difficulties, and setbacks. […]
Here’s How To Reach Me: Matching Instruction to Personality Types in Your Classroom – Book Review Rebecca L. Chism by Judith A. Pauley, Dianne F. Bradley, and Joseph F. Pauley. Paul Brookes Publishing Co., 2001. 216 pp., $24.95 (paper). ISBN 1-55766-566-4 In the last 25 years, teachers and researchers alike have shifted away from generalized […]
How classroom teachers can help students learn and teach them how to learn Kenneth A. Kiewra YOU WOULD THINK THAT COLLEGE STUDENTS are expert learners; after all, they have completed 12 years of school and have chosen to extend their academic path. In reality, many college students are deficient learners who employ weak strategies in […]
Successful intelligence in the classroom Robert J. Sternberg Many students could learn more effectively than they do now if they were taught in a way that better matched their patterns of abilities. Teaching for successful intelligence provides a way to create such a match. It involves helping all students capitalize on their strengths and compensate […]
Urban teachers’ use of culturally responsive management strategies Dave F. Brown Gaining students’ cooperation in urban classrooms involves establishing an environment where teachers address students’ cultural and ethnic needs, as well as their social, emotional, and cognitive needs. This article describes the management strategies of 13 lst- through 12th-grade urban teachers from seven cities throughout […]
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what to teach and when
Coping competencies: what to teach and when Erica Frydenberg What we know about coping–the theory, conceptual framework, what is good and bad coping, and how we learn to cope–has important implications for how we deal with life circumstances and, in particular, how we manage conflict. This article outlines how we conceptualize coping as a response […]
Professional development and closing the achievement gap Stephanie Hirsh A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development […]