scholarly journals Neighbors Helping Neighbors: A University and K-12 School Partnership

2019 ◽  
Vol 43 (1) ◽  
pp. 12-19
Author(s):  
Alissa Cress ◽  
Ophélie Allyssa Desmet ◽  
BeAnn Younker
Keyword(s):  
Graduate Students ◽  
Gifted Education ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Professional Development For Teachers ◽  
School Corporation ◽  
School Partnership ◽  
K 12 ◽  
Quality Professional Development

Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for practitioners and university partners are discussed, along with future directions for the existing partnership.

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

2019 ◽  
Vol 45 (2) ◽  
pp. 67-84 ◽  
Author(s):  
Eric Alan Common ◽  
Kathleen Lynne Lane ◽  
Emily D. Cantwell ◽  
Nelson C. Brunsting ◽  
Wendy Peia Oakes ◽  
...  
Keyword(s):  
Quality Indicators ◽  
Evidence Based Practice ◽  
Sound Studies ◽  
Evidence Based ◽  
Group Instruction ◽  
Response Cards ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Opportunities To Respond ◽  
K 12

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.

2020 ◽  
pp. 54-59
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Research Agenda ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Central Thesis ◽  
Research Findings ◽  
Areas Of Concern

In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.

Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 17-29
Author(s):  
Kristin A. Kurtzworth-Keen ◽  
Kelly A. Harper
Keyword(s):  
Professional Development ◽  
Culturally Diverse ◽  
Linguistic Diversity ◽  
Learning Opportunities ◽  
Teacher Inquiry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Diverse Classrooms ◽  
Teacher Professional ◽  
K 12

This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of evidence-based practices during monthly sessions while simultaneously participating in collaborative teacher inquiry research groups. The teachers applied new instructional methods in their daily practices while utilizing an inquiry-based action research model to monitor and self-evaluate the effectiveness of their teaching. The findings suggest professional development paired with ongoing opportunities for collaborative teacher inquiry can move evidence-based practices into everyday teaching.

Educating Learners With Disabilities in Palestine

2016 ◽  
Vol 52 (3) ◽  
pp. 182-187 ◽  
Author(s):  
Mona Nasir-Tucktuck ◽  
Joshua N. Baker ◽  
Matthew L. Love
Keyword(s):  
Students With Disabilities ◽  
Instructional Practices ◽  
Historical Background ◽  
Education For All ◽  
Evidence Based ◽  
Ministry Of Education ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Palestinian Territories ◽  
The Right

With the adoption of the Right of Education for All (1994), the Palestinian Ministry of Education has indicated the necessity to address the needs of students with disabilities. Although the growth of services has increased to meet the needs of this population, there are still concerns with providing best instructional practices to these students in this novel educational system. This column presents a brief historical background on services provided to students with disabilities, as well as discussing current identification, diagnostic, and placement practices in the Palestinian territories. Future directions are suggested and discussed in regard to the use and availability of evidence-based practices.

Steps for Implementing a State-Level Professional Development Plan for Secondary Transition

2017 ◽  
Vol 41 (1) ◽  
pp. 56-62
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Monica Simonsen ◽  
Bonnie Boaz ◽  
Cynthia VanAvery
Keyword(s):  
Professional Development ◽  
Local Level ◽  
State Level ◽  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
Quality Professional Development

To scale up and sustain the use of evidence-based practices, it is imperative that state education agencies systematically implement professional development that represents best practice. By delivering quality professional development to local districts, it is more likely that transition personnel will implement transition programs and practices with fidelity to sustain implementation over time. To do this, it is important for state education agencies to develop a state-level stakeholder team to determine professional development needs across districts and develop a plan to systematically deliver professional development. This article describes seven steps for using data-based decision-making to develop and implement quality professional development at the local level to ensure districts across a state effectively and sustainably implement secondary transition evidence-based practices.

Ushering in the 2019 Pre-K to Grade 12 Gifted Programming Standards

2020 ◽  
Vol 43 (2) ◽  
pp. 135-140
Author(s):  
Alicia Cotabish ◽  
Debbie Dailey ◽  
Susan Corwith ◽  
Susan Johnsen ◽  
Chin-Wen Lee ◽  
...  
Keyword(s):  
Best Practices ◽  
Gifted Education ◽  
Research Evidence ◽  
Professional Standards ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Revision Process ◽  
Gifted Programming ◽  
New Research

This column presents the 2019 NAGC Pre-K to Grade 12 Gifted Programming Standards and its applications to the field of gifted education. It describes the revision process and the differences between the 2010 NAGC Programming Standards and this revision. These differences include the incorporation of new research, evidence, and best practices; alignments with other national professional standards; and an emphasis on shared terminology across various fields, simplified language, and streamlined outcomes and evidence-based practices.

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

scholarly journals INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM

2019 ◽  
Vol 77 (2) ◽  
pp. 195-208
Author(s):  
Nora A. Altaweel
Keyword(s):  
Emotional Disorders ◽  
Mobile Technology ◽  
Classroom Environment ◽  
Empirical Studies ◽  
Conduct Disorders ◽  
Future Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Relative Paucity ◽  
K 12

Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs). This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment. A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD. Keywords: conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology.

Sign in / Sign up

Export Citation Format

Share Document