Theory into practice

This article discusses three focal areas in promoting positive youth development (PYD) in schools: positive people, positive places, and positive opportunities. Given school personnel workload and federal policies that emphasize academic achievement, it remains a goal to focus on holistic adolescent outcomes and school outcomes that increase both adolescent psychosocial wellbeing and societal well-being. Schools need to recognize, engage, and sustain existing and potential resources in their own school environment and surrounding communities, in developing ado

In this article, we discuss the rationale and steps for implementing it. We also provide practical information for use in teaching and evaluating strategy instruction. This article is intended to guide teacher educators as they help fiture teachers develop a practical working knowledge of how to effectively implement strategy instruction in the classroom.

This article explores how teachers manage classrooms to facilitate the intellectual engagement of disengaged students. The author proposes that teachers create an environment conducive to intellectual engagement when students perceive: (a) that there are opportunities for them to succeed, (b) that flexible avenues exist through which learning can occur, and (c) that they are respected as learners because teachers convey

We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw ...

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The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-ofschool enactments of new and multiple literacies to answer the question, "What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in projects, practices, and pedagogies in their classrooms? The article concludes with a set of 5 recommendations for shaping teacher education programs that, taken together, provide a blueprint for ensuring that new teachers enter the classroom prepared to take advantage of the multiple literacies that students will bring to the classroom and to guide students in developing even richer portfolios of multiple literacy tools and understandings.

Funds o f Knowledge f or Teaching: Using a Qualitative Approach t o Connect Homes and Classrooms We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw upon the knowledge and skills found in local households. Our claim is that by capitalizing on household and other community resources, we can organize classroom instruction that far exceeds in quality the rote-like instruction these children commonly encounter in schools (see, e.g., Moll & Greenberg, 1990; see also Moll & Dfaz, 1987). To accomplish this goal, we have developed a research approach that is based on understanding households (and classrooms) qualitatively. We utilize a combination of ethnographic observations, open-ended interviewing strategies, life histories, and case studies that, when combined analytically, can portray accurately the complex functions of households within their socio-historical contexts. Qualitative research offers a range of methodological alternatives that can fathom the array of cultural and intellectual resources available to students and teachers Luis C. Moll is associate professor of education at the University of Arizona; Cathy Amanti is a sixth grade bilingual teacher (on leave) and a doctoral student in anthropology at the University of Arizona; and Deborah Neff and Norma Gonzalez are anthropologists at the Bureau of Applied Research in Anthropology, University of Arizona.

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This article reports on a family literacy program that began with the creation and implementation of a Welcome Center in an elementary school in the Southwest United States. This center was intended to be a place where recent immigrant students and their families, teachers, as well as other community members, came together to participate in literacy activities. While serving the intended purposes, the Welcome Center also proved to be a useful venue for the recent immigrant students and their families to develop language and literacy. Overall, this report points to the need for schools to provide explicit spaces and planned opportunities for newcomers to meaningfully enter in dialogue with their new linguistic and cultural communities.

In this article, research tracing the historical progression of agency within recent educational reforms and empirical research from a variety of classrooms (geographic regions and grade levels) is discussed to document the power of agency across contexts. This article aims to propose a collaborative way of thinking about student agency from across the literature and provides insight into how to promote agency in classrooms today. A main focus is placed on examining structures and supports conducive to supporting student agency.

The paradoxical nature of sport and the multi-dimensional nature of stress render complex the relationship between sport and stress. Stressors may be associated with physiological, psychologi-cal, or social dimensions. However, an examination of the research suggests ...

The term "academic literacies" refers to the diverse and multiple literacies found in academic contexts such as disciplinary and subject matter courses. Although originally developed with regard to the study of literacies in higher education and the university, the concept of academic literacies also applies to K-12 education.. An academic literacies perspective treats reading and writing as social practices, that vary with context, culture and genre . The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies which are not directly associated with subjects and disciplines but with broader institutional discourses and genres. An academic literacies perspective views student writing and learning as issues of epistemology and identities rather than of skill acquisition or academic socialisation alone, although the perspectives are not mutually exclusive and individuals may move between them according to context and pourpose. From the student point of view a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.

Attribution theories of motivation refer to the causal explanations individuals provide for their success and failure-answers to the why questions regarding outcomes. Explanations, justifications, and excuses are all attributions. They address such questions as, "Did I do well on the test because I studied, or because it was easy?" "Did I fail because I was watching TV while preparing for the test, or because math is just not my subject?" The idea is that individuals create theories and seek meaning for the events that happen in their lives. Though these explanations occur after the fact, they play a role in motivation and future behavior as well as affective experiences. The attributions students make are strong predictors of behavior and motivation in achievement situations. Thus, they relate directly to how classrooms are managed and to how teachers help students make attributions that better ensure future success in school and beyond.

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 practice embedded in a larger process, namely teacher learning, and outline basic notions of a culturalhistorical vision of learning as praxis in which reflection is embedded. Further, we argue that a new vision of critical, situated reflection must include both technical and political content and be based on a dialogic approach.

... Theresa Rogers is associate professor of education at The Ohio State University. ... They found that student response preferences ranged from more personal to more descriptive, interpretive, and evaluative (Purves & Rippere, 1968) and from more literal to more analytic over time ...

The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertise along 3 primary dimensions, along with examples of practices and implications for teacher preparation. The three dimensions are: (a) understanding

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.

Despite the expectation that all students should achieve high academic standards, content area instruction and English for Speakers of Other Languages (ESOL) instruction for English language learners (or ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (1) literacy strategies with all students, (2) language support strategies with ELLs, (3) discourse strategies with ELLs, (4) home language support, and (5) home culture connections.

This article endeavors to pull together various theoretical approaches to curricular reform using the queer student body and queer theory as its starting point. The authors outline the implications of naming, and the possibilities and polemics of citizenship. Offering the intersections of queer theory and critical race theory as a model of intervention, they outline an alternative to universalist discourses of difference and assimilation. In doing so, they hope to develop a better understanding of who queer students are, and an understanding of how they are harmfully positioned as Other within the various discourses of citizenship, curriculum, and educational research.

This article highlights key issues surrounding the assessment and accountability mandates of No Child Left Behind (NCLB) for English language learners (ELLs). The policy requires highstakes testing of ELLs in English-a language that these students, by definition, have not yet mastered. After offering background on current federal education legislation, this article shares findings from a word frequency analysis of actual statewide exams. This analysis reveals that even academic content tests are linguistically complex, using words likely unknown by an ELL, which clarifies why testing poses unique challenges for this student population. Analyses of recent ELL performance data on high-stakes tests are also provided, which document why these students and

Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and youth. Originally developed to explain how adults are able to engage in extreme forms of aggression without apparent self-condemnation, we review research examining the links between moral disengagement and peer bullying and aggression in children and adolescents, documenting significant associations between the ability to disengage from moral self-sanctions and aggressive behavior (including bullying). Given these links, we consider the implications of these findings for educational practice.

... Sarah Dowhower is assistant professor of education at Miami University, Oxford, Ohio. ... In the early language acquisition literature, Cutler and Swinney (1987) report four studies on accenting that indicate young children under the age of 5 are more advanced in prosodic ...

This qualitative research study was carried out with a group of distance online tutors taking a blended English course at the Universidad Nacional Abierta y a Distancia in Bucaramanga. The overall aim of this action research study was to analyse whether selfreflection and self-monitoring strategies could affect the learning experiences of a group of A1 adult learners in an English blended environment. This study was aimed at exploring the impact of the above-mentioned strategies as a component of a course that did not have any academic credits or completion requirements for the participants. The research design was guided by core definitions and specific types of self-assessment which were aligned with the foundations of blended learning within the pedagogical implementation. Data collected throughout the implementation included checklists, surveys, and students' journals. Results indicate that the self-assessment strategies affected participants in positive ways. Participants developed awareness of the language learning process and increased involvement in their individual learning process and progress by identifying specific areas for improvement, monitoring their learning and progress, and setting learning goals. Additionally, findings also reported students responded positively to scaffolded instruction and reflected on the value of self-assessment practices and a blended learning course modality.

... the door to programming models that develop the talent po-tentials of many at-risk students who traditionally have been excluded from anything but the most basic types of curricular experiences. The application of gifted program know-how into general education is supported ...

Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Few school districts in the United States have successfully recruited and retained culturally diverse students in programs for gifted students. Black, Hispanic, and Native American students are underrepresented in gifted education programs nationally, with underrepresentation ranging from 50-70%. This article addresses two questions that are at least as old as gifted education itself" Why are diverse students underrepresented, and how can we recruit and retain more diverse students in our gifted programs? Factors contributing to the persistent underrepresentation of Black students in gifted education are presented, along with suggestions for changes. The central premise of this article is that deficit thinking held by educators about diverse students hinders access to gifted programs for them.