scholarly journals Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum

2019 ◽  
Vol 18 ◽  
pp. 160940691882223
Author(s):  
C. Owen Lo ◽  
Yuen Sze Michelle Tan ◽  
Megan Chrostowski ◽  
Shun-Fu Hu ◽  
Diana Chan ◽  
...  
Keyword(s):  
British Columbia ◽  
Education Policy ◽  
Gifted Education ◽  
Online Survey ◽  
Critical Examination ◽  
Learning Needs ◽  
Local Policy ◽  
Education Philosophy ◽  
Policy Context ◽  
Policies And Practices

Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project highlights a unique juncture that invites a critical examination of the current provincial policy on gifted education and presents opportunities for sustaining better alignment between gifted education philosophy and local policies and practices. Aims: To examine the epistemic understandings of giftedness reflected in BC gifted education policy and to identify incongruence between this policy and the redesigned curriculum. Objectives: (1) To construct a historical and archival account of gifted education policy context in BC, (2) to evaluate the conceptualization of giftedness as reflected in BC policy texts, and (3) to provide insights into how policies and practices might be reconfigured. Methods: This project uses a case study method with a focus on evaluation to generate an in-depth account of the policy context and to develop a critical understanding of potential issues. Research participants include two to three provincial-level policy makers, 60 policy linkers, and two policy informers who have expertise in gifted education. Qualitative data include legislative and supplementary documents, interviews, and memos and field notes. Quantitative data will be gathered through the administration of an online survey. Significance: This project will uncover the merits, issues, and opportunities of gifted education policy in BC and enhance the connectivity between gifted education philosophy and local policy and practices. The results will further contribute to professional development opportunities for teachers and school districts to help improve their supports for students with advanced learning needs within the new curricular context.

Police and Correctional Use of Force: Legal and Policy Standards and Implications

1996 ◽  
Vol 42 (1) ◽  
pp. 144-156 ◽  
Author(s):  
Jeffery T. Walker
Keyword(s):  
Correctional Officers ◽  
Use Of Force ◽  
Deadly Force ◽  
Critical Examination ◽  
Life Threatening ◽  
Court Intervention ◽  
Current Standards ◽  
Policies And Practices

In the 1980s, the police use of deadly force against nonviolent felons began to be questioned. This critical examination culminated in the decision in Tennessee v. Garner, which ruled that the police could use deadly force only in certain life-threatening situations. However, a decade after Garner, there are few limitations on the use of deadly force by correctional officers in situations where prisoners are attempting to escape. This article compares correctional deadly force policies and practices with current standards governing police use of deadly force. Court actions that might limit such practices and the potential consequences of not adopting more restrictive policies prior to court intervention are discussed.

scholarly journals Social marketing to address attitudes and behaviours related to preventable injuries in British Columbia, Canada

2018 ◽  
Vol 24 (Suppl 1) ◽  
pp. i52-i59 ◽  
Author(s):  
Jennifer Smith ◽  
Xin Zheng ◽  
Kevin Lafreniere ◽  
Ian Pike
Keyword(s):  
Public Health ◽  
British Columbia ◽  
Social Marketing ◽  
Online Survey ◽  
Public Attitudes ◽  
Target Population ◽  
Public Health Issue ◽  
Conscious Thought ◽  
Marketing Campaign ◽  
Social Marketing Campaign

BackgroundSocial marketing is a tool used in the domain of public health for prevention and public education. Because injury prevention is a priority public health issue in British Columbia, Canada, a 3-year consultation was undertaken to understand public attitudes towards preventable injuries and mount a province-wide social marketing campaign aimed at adults aged 25–55 years.MethodsPublic response to the campaign was assessed through an online survey administered to a regionally representative sample of adults within the target age group between 1 and 4 times per year on an ongoing basis since campaign launch. A linear regression model was applied to a subset of this data (n=5186 respondents) to test the association between exposure to the Preventable campaign and scores on perceived preventability of injuries as well as conscious forethought applied to injury-related behaviours.ResultsCampaign exposure was significant in both models (preventability: β=0.27, 95% CI 0.20 to 0.35; conscious thought: β=0.24, 95% CI 0.13 to 0.35), as was parental status (preventability: β=0.12, 95% CI 0.03 to 0.21; conscious thought: β=0.18, 95% CI 0.06 to 0.30). Exposure to the more recent campaign slogan was predictive of 0.47 higher score on conscious thought (95% CI 0.27 to 0.66).DiscussionThis study provides some evidence that the Preventable approach is having positive effect on attitudes and behaviours related to preventable injuries in the target population. Future work will seek to compare these data to other jurisdictions as the Preventable social marketing campaign expands to other parts of Canada.

American Policy in Gifted Education

2018 ◽  
Vol 41 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Education Policy ◽  
Gifted Education ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Specific Aspect ◽  
Policy And Practice ◽  
Case Examples ◽  
Gifted Program ◽  
History Of

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of gifted program development has been successfully advanced. Implications of the article suggest that gifted education policy is not coherent across the country, is controlled by state legislatures, and subject to annual scrutiny for continued and new funding.

scholarly journals DigiExplanation driven assignments for personalising learning in construction education

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Imriyas Kamardeen ◽  
Marini Samaratunga
Keyword(s):  
Digital Media ◽  
International Student ◽  
Online Survey ◽  
Learning Needs ◽  
Construction Education ◽  
Personalised Learning ◽  
Novel Approach ◽  
Assessment Approach ◽  
Digital Competencies ◽  
Materials Used

Personalising learning is critical for universities to achieving excellence in education.  It entails maintaining an education system that is responsive to the learning needs, aptitudes and interests of individual students.  Rather than imposing a ‘one-size fits all’ model, personalising learning is anticipated to ensure that every learner achieves his/her highest potential. Pedagogical literature suggests that learning-oriented assessments that are engaging, authentic and relevant are an effective mode for personalisation. DigiExplanations is a novel approach that requires students to create short digital media to communicate their ideas to ordinary audiences. It offers an opportunity for research-based authentic learning by harnessing digital media that exist outside of their institution and their digital competencies to create personally relevant and interesting resources. The aim of the research was to investigate the effectiveness of digiExplanations driven assessments for improving personalised learning in construction education. A case study strategy was adopted in the research. A first-year subject from the construction management degree was chosen as the case, which had a class of 159 students. A new assignment scheme was introduced for which students were required to develop digiExplanations in groups of five. The assessment criteria comprised: rationale for the study; depth and breadth of the discussions for the topic; appropriateness of media used in the discussions; creativity in the use of media (storyboarding); design of digiExplanation; quality of conclusion; and proper acknowledgement of materials used. After the submission deadline, an online survey was conducted with the students to assess how the new assessment approach facilitated personalised learning. Several findings emerged from the study. The digiExplanations based assignment provided similar learning experiences for students with different characteristics concerning their first language, domestic/international student status, work situation and digital competencies. Moreover, the study found that some considerations are more significant than others in designing assessments that can drive personalised learning, which are: personally relevant/interesting, engagement, harnessing internet resources and progressive feedback. The survey findings further suggest that while the new pedagogical approach achieved its intended aim, few students perceived it a cumbersome method as it required more efforts than traditional assignments.

How talented low-income kids are left behind

2020 ◽  
Vol 102 (4) ◽  
pp. 26-29
Author(s):  
Jonathan Wai ◽  
Frank C. Worrell
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Low Income ◽  
Gifted Education ◽  
Talent Identification ◽  
Left Behind ◽  
K 12 ◽  
Personal Success

Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy favorable tailwinds, and these factors accumulate throughout K-12, higher education, and beyond. Jonathan Wai and Frank C. Worrell explain how talented low income kids are left behind. They discuss the historical tension between the development of excellence and the pursuit of equity, explain the importance of early and universal talent identification and development in the critical K-12 years, and link that development to students’ personal success and societal growth.

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