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.

Moving Research into Practice: Can We Make Dissemination Stick?

2013 ◽  
Vol 79 (2) ◽  
pp. 163-180
Author(s):  
Bryan G. Cook ◽  
Lysandra Cook ◽  
Timothy J. Landrum
Keyword(s):  
Special Education ◽  
Education Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Ongoing Research ◽  
What Works ◽  
Effective Dissemination ◽  
Research Findings ◽  
Practice Gap ◽  
Traditional Approaches

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

The Partially Clothed Emperor: Evidence-Based Practices

2018 ◽  
Vol 34 (1) ◽  
pp. 97-114 ◽  
Author(s):  
Faye S. Taxman
Keyword(s):  
Work Environment ◽  
Research Agenda ◽  
Assessment Tool ◽  
Empirical Studies ◽  
Evidence Based ◽  
Change Strategies ◽  
Evidence Based Practices ◽  
Core Set ◽  
Criminogenic Needs ◽  
Operational Issues

The evidence-based practices literature has defined a core set of practices and treatments that are effective, at least in empirical studies. Implementing these evidence-based practices and treatments requires a different set of empirical studies to understand the operational issues that affects client-driven outcomes. In this article, we review the following three areas: (a) use of a standardized risk and need assessment tool, (b) use of cognitive-behavioral programs to address criminogenic needs, and (c) use of swift and certain responses to shape behavior. The review focuses on the unanswered questions regarding implementation and organizational change strategies to increase receptivity for the evidence-based practices, lay the foundation for improving effectiveness of “evidence-based practices and treatments,” and provide a work environment that supports evidence-based practices and treatments. This article outlines a research agenda to build implementation knowledge that can further the use of evidence-based practices and treatments.

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.

Implementing Evidence-Based Practices in Gifted Education

2021 ◽  
Author(s):  
Susan K. Johnsen ◽  
Monica Simonds ◽  
Marcy Voss
Keyword(s):  
Gifted Education ◽  
Evidence Based ◽  
Evidence Based Practices

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.

scholarly journals Opening Doors to Open Science and Scholarship for School Psychology Research, Training, and Practice

2020 ◽  
Author(s):  
Anthony J. Roberson ◽  
Ryan L. Farmer ◽  
Steven Shaw ◽  
Shelley Upton ◽  
Imad Zaheer
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Research Training ◽  
Scientific Evidence ◽  
Open Science ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Questionable Research Practices ◽  
Science Practices ◽  
Research Findings

Trustworthy scientific evidence is essential if school psychologists are to use evidence-based practices to solve the big problems students, teachers, and schools face. Open science practices promote transparency, accessibility, and robustness of research findings, which increases the trustworthiness of scientific claims. Simply, when researchers, trainers, and practitioners can ‘look under the hood’ of a study, (a) the researchers who conducted the study are likely to be more cautious, (b) reviewers are better able to engage the self-correcting mechanisms of science, and (c) readers have more reason to trust the research findings. We discuss questionable research practices that reduce the trustworthiness of evidence; specific open science practices; applications specific to researchers, trainers, and practitioners in school psychology; and next steps in moving the field toward openness and transparency.

Social Justice Principles, the Law and Research, as Bases for Inclusion

2008 ◽  
Vol 32 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Phil Foreman ◽  
Michael Arthur‐Kelly
Keyword(s):  
Social Justice ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Usa ◽  
Research Findings ◽  
Inclusive Policy ◽  
The Uk ◽  
Students With A Disability

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.

scholarly journals Informing the research agenda for optimizing audit and feedback interventions: results of a prioritization exercise

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Heather L. Colquhoun ◽  
Kelly Carroll ◽  
Kevin W. Eva ◽  
Jeremy M. Grimshaw ◽  
Noah Ivers ◽  
...  
Keyword(s):  
Research Agenda ◽  
Audit And Feedback ◽  
Evidence Based ◽  
Design Development ◽  
Evidence Based Practices ◽  
Web Based ◽  
Current Survey ◽  
Feedback Interventions ◽  
Key Barrier ◽  
The Individual

Abstract Background Audit and feedback (A&F) interventions are one of the most common approaches for implementing evidence-based practices. A key barrier to more effective A&F interventions is the lack of a theory-guided approach to the accumulation of evidence. Recent interviews with theory experts identified 313 theory-informed hypotheses, spread across 30 themes, about how to create more effective A&F interventions. In the current survey, we sought to elicit from stakeholders which hypotheses were most likely to advance the field if studied further. Methods From the list of 313, three members of the research team identified 216 that were clear and distinguishable enough for prioritization. A web-based survey was then sent to 211 A&F intervention stakeholders asking them to choose up to 50 ‘priority’ hypotheses following the header “A&F interventions will be more effective if…”. Analyses included frequencies of endorsement of the individual hypotheses and themes into which they were grouped. Results 68 of the 211 invited participants responded to the survey. Seven hypotheses were chosen by > 50% of respondents, including A&F interventions will be more effective… “if feedback is provided by a trusted source”; “if recipients are involved in the design/development of the feedback intervention”; “if recommendations related to the feedback are based on good quality evidence”; “if the behaviour is under the control of the recipient”; “if it addresses barriers and facilitators (drivers) to behaviour change”; “if it suggests clear action plans”; and “if target/goal/optimal rates are clear and explicit”. The most endorsed theme was Recipient Priorities (four hypotheses were chosen 92 times as a ‘priority’ hypotheses). Conclusions This work determined a set of hypotheses thought by respondents to be to be most likely to advance the field through future A&F intervention research. This work can inform a coordinated research agenda that may more efficiently lead to more effective A&F interventions.

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