Alignment of CPD/CE requirements for credential renewal with best practices for professional learning in psychology and school psychology.

2019 ◽  
Vol 50 (2) ◽  
pp. 87-94
Author(s):  
Eric Rossen ◽  
Meaghan Guiney ◽  
Christine Peterson ◽  
Arlene Silva
Keyword(s):  
School Psychology ◽  
Best Practices ◽  
Professional Learning

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

Review of Best practices in school psychology.

1987 ◽  
Vol 2 (2) ◽  
pp. 147-148
Author(s):  
Walter B. Pryzwansky
Keyword(s):  
School Psychology ◽  
Best Practices

Educator Perspectives on Data-Based Decision Making in Germany and the United States

2021 ◽  
pp. 002221942098612
Author(s):  
Stefan Blumenthal ◽  
Yvonne Blumenthal ◽  
Erica S. Lembke ◽  
Sarah R. Powell ◽  
Patricia Schultze-Petzold ◽  
...  
Keyword(s):  
United States ◽  
Decision Making ◽  
Best Practices ◽  
Professional Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Future Research ◽  
Explorative Study ◽  
Using Data ◽  
Data Based Decision Making

The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries—Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both countries noted similar understanding of important features (e.g., psychometric properties) of data. Educators in the United States reported they used data for decision making at the classroom level almost twice as often as their counterparts in Germany, while German educators focused on decision making at the student level. These findings will influence future research, including joint studies that could use the best practices of both countries, and professional learning opportunities for educators in Germany and the United States.

scholarly journals A Methodological Approach to Designing a Theory: The Journey of the Four Zone Professional Learning Model

2021 ◽  
Author(s):  
Angela Novak ◽  
Katie Lewis
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted Education ◽  
Culturally Responsive ◽  
Methodological Approach ◽  
Learning Model ◽  
Research Model ◽  
Theoretical Frameworks ◽  
Plan Study ◽  
Gifted Education Programs

The Four Zone Professional Learning Model is a practical, comprehensive approach to striving towards equity through professional learning within gifted education programs. Grounded in equity literacy and funds of knowledge frameworks, and in best practices in culturally responsive gifted professional learning, the zones address the knowledge and skills necessary for proficient teachers of the gifted and address the process of systemic change. The model was designed and developed over several years utilizing the plan-study-do-act action research model; this article discusses the methodological evolution of the model, the research and theoretical frameworks in which it is grounded, and future implications.

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