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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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Descriptors:
Community Education; Foreign Countries; Models; Public Policy; Educational Policy; Policy Formation; Extended School Day; Extended School Year; Administrative Principles; Educational Trends; Trend Analysis; Politics of Education; Change Strategies; Educational Change; Social Theories; Social Values

Abstract:
New Labour's extended schools initiative added to existing models of community schooling. The paper identifies the key principles behind extended schooling, making comparisons with historical models and contemporary trends in community education. Part one examines New Labour's use of extended schools to deliver their social policy agenda. Part two focuses on alternative models of community schooling used in England and Scotland, suggesting alternative solutions to issues of social disadvantage and educational underachievement. Part three examines the European tradition of social pedagogy exploring the potential contributions it brings to educational and welfare practice in England given the new Government's approach to localism and the "Big Society". 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:
Higher Education; Organizational Change; Psychology; Organizational Culture; Resistance to Change; Change Strategies; Change Agents

Abstract:
In this paper, the author draws upon his interest, as a psychotherapist, in working with change at a psychological and individual level, and on his experience of the radical changes currently taking place in higher education, specifically the University where he manages several services, including a Counselling Service. Through leading and facilitating workshops, he has had many opportunities to speak to those at the heart of change, and to observe and think about the variety of responses to organisational change. His focus is on change within higher education, though the principles he discusses--what he refers to as the 3Cs (Context, Communication and Commiseration)--have a much wider application. In some cases, those leading the change will be external "professional" change managers--unfamiliar with the culture of the institution and the attitudes and values of its staff. They will carry out a time-limited project and then move on, leaving others to deal with the changed situation. As such, they may be detached from, and uninterested in, the background and psychological reactions of staff. Alternatively, they may be embedded within the institution and within teams; they may know staff well and may be consulted about the changes and help design them, introduce them, and see them through. This paper addresses this latter group of people. (Contains 4 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:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. 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:
Student Teaching; Special Education Teachers; Educational Needs; Teacher Education Programs; Change Strategies; Educational Change; Beginning Teachers; Mixed Methods Research; Graduate Surveys; Teacher Competency Testing; Program Improvement; Self Efficacy; Participant Satisfaction; Program Evaluation; College Outcomes Assessment

Abstract:
Through a mixed-methods study, teacher educators investigated recent graduates' perceptions of their preparation program. Beginning special education teachers completed surveys and indicated (a) their level of preparation and confidence associated with 25 core competencies, (b) the most beneficial components of their preparation program, (c) suggestions for improving the program, and (d) current training needs. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English. Participants reported that early clinical experiences and student teaching were the most beneficial components of the program. Furthermore, they offered suggestions for adding breadth and depth to courses and desired to learn more about timely issues. (Contains 1 figure and 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:
Parents; Teaching Methods; Content Analysis; Early Intervention; Semi Structured Interviews; Parent Attitudes; Expectation; Educational Resources; Change Strategies; Family Programs; Program Descriptions; Participation; Community Programs; Home Programs; Early Childhood Education

Abstract:
The authors examined the extent to which parent expectations, perceptions about resource availability and supports, and strategies used to promote participation in home and community activities varied by setting and activity type. Sixteen 90-min semistructured interviews were completed with families receiving Part C early intervention services in three states. Interviews were analyzed in descriptive and interpretive phases using content analysis to identify patterns across cases and logical analysis to cross-classify data and identify patterns by setting and activity type. Parents described how often and how much their children participated but had different ways of describing their expectations depending on the activity setting and/or its purpose. Parent-reported strategies to promote participation provided a direct way of understanding how environments were perceived to impact participation. Implications for tailoring interventions to address the needs of immigrant and nonimmigrant families receiving Part C services are discussed. (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:
Feedback (Response); Video Technology; Preservice Teachers; Microteaching; Educational Practices; Instructional Improvement; Teacher Improvement; Educational Methods; Vignettes; Educational Strategies; Lesson Plans; Material Development; Change Strategies; Praxis; Theory Practice Relationship

Abstract:
When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to "practice" newly acquired skills and apply new knowledge in real-life settings (Macy, Squires, & Barton, 2009). However, a fundamental disconnect often exists between what happens in early childhood field placements and what happens in college classrooms. Microteaching is one way to bridge this gap. The purpose of this article is to introduce microteach lessons as a powerful teaching tool for early childhood personnel preparation and to share the authors' experiences using microteach lessons within early childhood special education (ECSE) preservice training at the University of Illinois at Urbana-Champaign (UIUC). The authors begin with a vignette followed by a description of microteach lessons and a brief review of literature on the use of these lessons in personnel preparation. Then, they share information about how the use of microteach lessons evolved at UIUC and provide a detailed description of the steps they follow when incorporating these lessons during ECSE preservice personnel preparation. They conclude with implications for practice. (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:
Behavior Modification; Social Problems; Change Strategies; Educational Strategies; Behavior Change; Student Behavior; Behavior Problems; Functional Behavioral Assessment; Parent School Relationship; Parent Participation; Intervention; Guidelines; At Risk Students; Integrated Services; Child Behavior; Partnerships in Education; Early Childhood Education

Abstract:
Challenging behavior is often a source of frustration for parents. Challenging behavior is defined as any behavior that interferes with children's learning and development, is harmful to children and to others, and puts a child at risk for later social problems or school failure (Bailey & Wolery, 1992; Kaiser & Rasminsky, 2003). Children's challenging behaviors can affect a family's ability to participate in home routines and community activities. When children engage in persistent challenging behavior, the importance of designing effective behavior interventions in collaboration with parents cannot be overstated. The purpose of this article is to help early childhood practitioners collaborate with parents to identify the purpose of challenging behaviors, determine effective strategies to address these behaviors, and create a behavior support plan that "fits" the needs of the child as well as the family. Guidelines for observing challenging behaviors and creating behavior support plans also are described. Throughout the article, examples are presented to illustrate ideas that are presented; however, these examples are not meant to be comprehensive or exhaustive. (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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