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Descriptors:
Educational Change; Student Personnel Services; Theory Practice Relationship; Student Personnel Workers; Use Studies; Best Practices; Change Strategies; Logical Thinking; Models

Abstract:
When making decisions that impact student learning, college educators often consider previous experiences, precedent, common sense, and advice from colleagues. But how often do they consider theory? At a recent state-level educators' meeting, the authors of this article asked 50 student affairs educators about the use of theory in their practice. Less than 10 percent said they draw on theory to make decisions. The authors' view is that is not enough. Used in everyday problem solving and decision making, theory can help educators ask better questions, find better solutions, and make a lasting contribution to the lives of individual students and to education in general. In this article, the authors make their point by offering an analogy that demystifies theory for daily use. While their process may not be completely new, they believe it elevates practical applications of theory to a level that is not yet fully appreciated. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; Educational Games; Educational Change; Best Practices; Research and Development; STEM Education; Computer Games; Problem Solving; Critical Thinking; Cooperation; Educational Policy; Public Officials

Abstract:
Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Evidence; Rehabilitation Counseling; Counselors; Vocational Rehabilitation; Best Practices; Supported Employment; Rehabilitation Programs; Counselor Training; Models; Agency Cooperation; Outcomes of Treatment; Empowerment; Self Concept; Literature Reviews

Abstract:
Rehabilitation counselors and practitioners are under increased pressure to adopt and pursue evidenced-based practices, and the rehabilitation counseling literature has been criticized for a lack of empirical work providing support for individual-level interventions. The purpose of this literature review was to examine the last 25 years of rehabilitation research with specific attention to empirical studies related to active employment-focused interventions and present models of best practices that already exist within the literature. Findings indicated that 35 empirical studies met the search criteria of presenting services or models with initial evidence of supporting employment outcomes. In the review process, studies were classified into seven categories based on topic, including interagency collaboration, counselor education and customer outcomes, services to a targeted group, supported employment and evidence-based practice (EBP), empowerment and customer self-concept, essential elements of service delivery, and miscellaneous vocational rehabilitation services and outcomes. A review and synthesis of studies within these topical areas are presented, along with implications within the context of the critical need for EBPs in rehabilitation counseling. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academically Gifted; Measurement Objectives; Measurement Techniques; Achievement Gains; Models; Progress Monitoring; Statistical Surveys; Performance Factors; Longitudinal Studies; Hierarchical Linear Modeling; Best Practices

Abstract:
This Methodological Brief gives an overview of statistical methods used to gauge academic growth and discusses issues surrounding the measurement of growth in gifted populations. To illustrate some of these issues, we describe a growth model that examines differences in summer lag between gifted and nongifted students. We also provide recommendations for educators and researchers who are interested in documenting the academic growth of gifted students. (Contains 2 tables, 5 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Higher Education; State Standards; Educational Technology; Evidence; Teacher Interns; Consortia; Expertise; Severity (of Disability); Alignment (Education); Internship Programs; Academic Standards; National Standards; Mentors; Needs Assessment; Educational Needs; Educational Improvement; Improvement Programs; Best Practices; Teacher Collaboration; College Faculty; Special Education Teachers

Abstract:
Teachers of students with moderate and severe disabilities must possess the skills and knowledge to address a unique set of needs and challenges. These may include, but are not limited to, management of challenging behaviors, performance of health-related procedures, use of assistive technology, and instruction using evidence-based strategies. This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers (i.e., interns) when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials. The intent of this article is to share the development process with others who may wish to design similar documents to address state and national standards for teacher interns. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Trainees; Technical Assistance; Educational Practices; Professional Development; Pervasive Developmental Disorders; Statewide Planning; Program Evaluation; State Programs; Pretests Posttests; Knowledge Base for Teaching; Self Efficacy; Best Practices; Mentors; Portfolio Assessment; Program Effectiveness; Improvement Programs; Teacher Improvement; Skill Development; Teaching Skills

Abstract:
Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report provides data from an evaluation study of a professional development effort conducted by a state-sponsored autism spectrum disorders network. Results documented the positive impact of an 18-month, mentored professional development experience for school-based professionals throughout the state. Surveys of trainees' knowledge before and after training indicated shifts in their confidence, from basic knowledge of ASD characteristics and practices to confidence in their ability to implement ASD-related practices. In addition, mentors documented increased use of ASD practices in trainees' classrooms using a checklist of ASD evidence-based practices. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Intervention; Teacher Attitudes; Early Childhood Education; Cultural Pluralism; Action Research; Program Improvement; Educational Improvement; Educational Change; Educational Development; Change Strategies; Integrated Services; Best Practices; Educational Practices

Abstract:
In this article, the author focuses on diversity and working with families in the early childhood field. She has chosen to look to the potential for improvements in the future. It is impossible to predict the future, but there are strategies that can help ensure that practices in early intervention and early childhood special education (EI/ECSE) continue to improve. Evaluation followed by action often results in positive change. Therefore, the author is proposing five questions that can be used to evaluate, reflect, and take actions to improve educators' practices as the future so relentlessly becomes the present. She stresses that evaluating current services, reflecting on those findings, and making the changes to improve programs and practices require time, energy, and commitment; but it is always worth it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Intervention; Best Practices; Culturally Relevant Education; Cultural Relevance; Educational Principles; Reflection; Family Characteristics; Cultural Awareness; Program Evaluation; Change Strategies; Integrated Services

Abstract:
The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The framework draws from multiple fields of study, including early childhood, multicultural, and special education, as well as psychology and speech-language pathology, and synthesizes knowledge and best practices into four guiding principles: (1) Examining One's Own Culture; (2) Acquiring Knowledge of Family Cultures; (3) Building Culturally Responsive Practices; and (4) Reflecting and Evaluating Practices. Each principle ties together correspondent themes and ideas from multiple fields, and suggests knowledge and best practices that can be utilized to increase one's cultural responsiveness when working with families. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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