Best Practices in Professional Learning and Teacher Preparation

2021 ◽  
Author(s):  
Angela M. Novak ◽  
Christine L. Weber
Keyword(s):  
Teacher Preparation ◽  
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.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

Best Practices in Teacher Preparation for Inclusive Education

2020 ◽  
pp. 52-68
Author(s):  
Holly H. Pinter ◽  
Lisa A. Bloom ◽  
Charmion B. Rush ◽  
Cameron Sastre
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
General Education ◽  
Inclusive Education ◽  
Best Practice ◽  
School Partnerships ◽  
University School Partnerships ◽  
Teacher Education Faculty ◽  
Education Courses

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

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