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1
Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement
Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement
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Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement

Farinde-Wu, Abiola ; Butler, Bettie Ray ; Allen-Handy, Ayana

Theory into practice, 2020-10, Vol.59 (4), p.337-347 [Periódico revisado por pares]

Columbus: Routledge

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2
How teachers can support students' agentic engagement
How teachers can support students' agentic engagement
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How teachers can support students' agentic engagement

Reeve, Johnmarshall ; Shin, Stephanie H.

Theory into practice, 2020-04, Vol.59 (2), p.150-161 [Periódico revisado por pares]

Columbus: Routledge

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3
Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies
Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies
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Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies

Alfaro, Cristina

Theory into practice, 2019-04, Vol.58 (2), p.194-203 [Periódico revisado por pares]

Columbus: Routledge

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4
Teachers' Emotion Regulation and Classroom Management
Teachers' Emotion Regulation and Classroom Management
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Teachers' Emotion Regulation and Classroom Management

Sutton, Rosemary E. ; Mudrey-Camino, Reneé ; Knight, Catharine C.

Theory into practice, 2009-03, Vol.48 (2), p.130-137 [Periódico revisado por pares]

Columbus: Taylor & Francis Group

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5
Cultivating teacher candidates who support student agency: Four promising practices
Cultivating teacher candidates who support student agency: Four promising practices
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Cultivating teacher candidates who support student agency: Four promising practices

Massey, Dixie D. ; Wall, Amanda

Theory into practice, 2020-04, Vol.59 (2), p.172-181 [Periódico revisado por pares]

Columbus: Routledge

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6
Assessment Literacy for Teachers: Faddish or Fundamental?
Assessment Literacy for Teachers: Faddish or Fundamental?
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Assessment Literacy for Teachers: Faddish or Fundamental?

Popham, W. James

Theory into practice, 2009-01, Vol.48 (1), p.4-11 [Periódico revisado por pares]

Columbus: Taylor & Francis Group

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7
A revolutionary love story in teacher education and early childhood education
A revolutionary love story in teacher education and early childhood education
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A revolutionary love story in teacher education and early childhood education

Wynter-Hoyte, Kamania ; Thornton, Natasha Adams ; Smith, Mukkaramah ; Jones, Kaitlin

Theory into practice, 2021-07, Vol.60 (3), p.265-278 [Periódico revisado por pares]

Columbus: Routledge

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8
Deepening dialogue: White preservice teachers' use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism
Deepening dialogue: White preservice teachers' use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism
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Deepening dialogue: White preservice teachers' use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism

Sherry, Michael B. ; Dunn, Mandie Bevels ; O'Brien, Jessica

Theory into practice, 2024-04, Vol.63 (2), p.212-224 [Periódico revisado por pares]

Columbus: Routledge

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9
Co-investigation and co-education in 'family as faculty' approaches: A repositioning of power
Co-investigation and co-education in 'family as faculty' approaches: A repositioning of power
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Co-investigation and co-education in 'family as faculty' approaches: A repositioning of power

Santamaría Graff, Cristina

Theory into practice, 2021-01, Vol.60 (1), p.39-50 [Periódico revisado por pares]

Columbus: Routledge

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10
Addressing pre-service teachers as digital writers: Conflicts and inconsistencies in practice
Addressing pre-service teachers as digital writers: Conflicts and inconsistencies in practice
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Addressing pre-service teachers as digital writers: Conflicts and inconsistencies in practice

McKnight, Lucinda

Theory into practice, 2021-04, Vol.60 (2), p.202-214 [Periódico revisado por pares]

Columbus: Routledge

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