Pub Date : 2021-10-02DOI: 10.1080/00228958.2021.1968246
S. Henry, A. Feuerstein
Abstract Markers of social class are communicated and interpreted through a diverse set of social practices. With the strategies presented here, teachers can recognize the signals of social class and work to interrupt implicit bias.
{"title":"Body Language Signals, Social Class, and Implicit Bias","authors":"S. Henry, A. Feuerstein","doi":"10.1080/00228958.2021.1968246","DOIUrl":"https://doi.org/10.1080/00228958.2021.1968246","url":null,"abstract":"Abstract Markers of social class are communicated and interpreted through a diverse set of social practices. With the strategies presented here, teachers can recognize the signals of social class and work to interrupt implicit bias.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"151 - 157"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49132034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00228958.2021.1968265
Bryan Meadows, Brian Conners
Abstract While most research on restraint and seclusion use in K–12 schools focuses on the procedures with students with disabilities, the authors investigate its application to English learners and offer proactive steps for teachers.
{"title":"English Learners Subjected to Restraint/Seclusion in Schools","authors":"Bryan Meadows, Brian Conners","doi":"10.1080/00228958.2021.1968265","DOIUrl":"https://doi.org/10.1080/00228958.2021.1968265","url":null,"abstract":"Abstract While most research on restraint and seclusion use in K–12 schools focuses on the procedures with students with disabilities, the authors investigate its application to English learners and offer proactive steps for teachers.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"170 - 175"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935176
J. K. Kummings, C. Tienken
Abstract The authors argue that educational redlining, like redlining practices in housing markets, occurs in schools that use standardized test results to determine eligibility for academic programs. This discriminatory practice, which reduces education equity and increases academic segregation along the lines of racial and socioeconomic status within schools, must end.
{"title":"Redlining Education","authors":"J. K. Kummings, C. Tienken","doi":"10.1080/00228958.2021.1935176","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935176","url":null,"abstract":"Abstract The authors argue that educational redlining, like redlining practices in housing markets, occurs in schools that use standardized test results to determine eligibility for academic programs. This discriminatory practice, which reduces education equity and increases academic segregation along the lines of racial and socioeconomic status within schools, must end.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"100 - 103"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45350944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935505
Kristoffer R. Barikmo
Abstract A study of the classrooms of core-content secondary teachers highlights the need to develop and categorize more rigorous, higher-order questions that cognitively challenge and engage students.
{"title":"Deep Learning Requires Effective Questions During Instruction","authors":"Kristoffer R. Barikmo","doi":"10.1080/00228958.2021.1935505","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935505","url":null,"abstract":"Abstract A study of the classrooms of core-content secondary teachers highlights the need to develop and categorize more rigorous, higher-order questions that cognitively challenge and engage students.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"126 - 131"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43776906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935507
Sarah E. Cramer, Mercedes S. Tichenor
Abstract Despite the positive effects of gardening on student health and academic performance, garden-based learning continues to face resistance from school administrators and teachers. In this article, the authors share teachers’ perspectives and offer recommendations.
{"title":"Just Do It! Teachers’ Perspectives on Garden-Based Learning","authors":"Sarah E. Cramer, Mercedes S. Tichenor","doi":"10.1080/00228958.2021.1935507","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935507","url":null,"abstract":"Abstract Despite the positive effects of gardening on student health and academic performance, garden-based learning continues to face resistance from school administrators and teachers. In this article, the authors share teachers’ perspectives and offer recommendations.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"138 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41638654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935178
Daniel Edelen, Sarah B. Bush
Abstract Following their overview of integrated STEM education, the authors share proposed strategies for implementing STEM instruction through a culturally responsive teaching lens to better meet the needs of every student in STEM education.
{"title":"Moving Toward Inclusiveness in STEM With Culturally Responsive Teaching","authors":"Daniel Edelen, Sarah B. Bush","doi":"10.1080/00228958.2021.1935178","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935178","url":null,"abstract":"Abstract Following their overview of integrated STEM education, the authors share proposed strategies for implementing STEM instruction through a culturally responsive teaching lens to better meet the needs of every student in STEM education.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"115 - 119"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44095203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935504
Pamela A. Kramer Ertel
Abstract The research-based principles, strategies, and practical ideas shared in this article guide and support student engagement as a means for enhancing learning and retention.
本文中分享的基于研究的原则、策略和实践思想指导和支持学生参与，作为提高学习和记忆的手段。
{"title":"Key Principles and Strategies for Enhancing Student Engagement and Learning","authors":"Pamela A. Kramer Ertel","doi":"10.1080/00228958.2021.1935504","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935504","url":null,"abstract":"Abstract The research-based principles, strategies, and practical ideas shared in this article guide and support student engagement as a means for enhancing learning and retention.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"120 - 125"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935177
William R. Beaver
Abstract To allay the increasing rates of serious mental and emotional problems among college students, the author proposes taking a gap year before starting college, which could have potential benefits.
为了缓解大学生日益严重的心理和情绪问题，作者建议在进入大学之前进行间隔年，这可能会有潜在的好处。
{"title":"Would a “Gap Year” Help Reduce Mental Illness Among College Students?","authors":"William R. Beaver","doi":"10.1080/00228958.2021.1935177","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935177","url":null,"abstract":"Abstract To allay the increasing rates of serious mental and emotional problems among college students, the author proposes taking a gap year before starting college, which could have potential benefits.","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"110 - 114"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46699776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935512
E. Martone
{"title":"The Power of Student Agency: Looking Beyond Grit to Close the Opportunity Gap","authors":"E. Martone","doi":"10.1080/00228958.2021.1935512","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935512","url":null,"abstract":"","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"143 - 143"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49445614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/00228958.2021.1935506
Ellen Yeh
Abstract To stem the text-borrowing practices of language learners—considered plagiarism in the U.S. academic community—educators can use the strategies presented in this article to teach writing processes and scaffold academic integrity instruction.s
{"title":"Intentional Plagiarism? Strategies for Teaching Language Learners Academic Integrity","authors":"Ellen Yeh","doi":"10.1080/00228958.2021.1935506","DOIUrl":"https://doi.org/10.1080/00228958.2021.1935506","url":null,"abstract":"Abstract To stem the text-borrowing practices of language learners—considered plagiarism in the U.S. academic community—educators can use the strategies presented in this article to teach writing processes and scaffold academic integrity instruction.s","PeriodicalId":37672,"journal":{"name":"Kappa Delta Pi Record","volume":"57 1","pages":"132 - 137"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00228958.2021.1935506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48464470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：