Using a randomised control trial, we evaluated the impact of a year-long professional learning (PL) programme for teachers designed to support their multilingual learners' language and literacy skills. The PL included evidence-based instructional practices for literacy, a semi-structured model for collaboration, and a strengths-based approach in instruction. Participants included 39 kindergarten and first-grade teachers and 106 multilingual learners (MLs) from 13 schools in two districts in the Southeastern United States. Using a mixed modelling approach, we found significantly higher literacy growth on the Measures of Academic Progress (MAP) for MLs whose teachers participated in the PL. The PL also had a significant impact on teachers' collaboration planning and processes with their students' English as a Second Language (ESL) teachers. Effect sizes for the impact on teachers' use of evidence-based instructional strategies and collaboration frequency were large but not statistically significant. The findings from this study show positive impacts of a teacher professional learning programme on teachers' practices and young MLs' literacy growth.

Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners’ cultural wealth into their classrooms. The analyses included 29 ESL teachers from 29 elementary schools in three school districts. The teachers completed pre–post surveys, and trained observers rated classroom instruction and cultural wealth for two cohorts of teachers in the yearlong program. The results showed that the PL program had a significant effect on the ESL teachers’ use of evidence-based instructional strategies. We also found a significant effect on the ESL teachers’ collaboration processes, including their use of an intentional framework for collaboration and their alignment with classroom teachers’ instruction. We did not find significant differences between the PL group and the control group on the ESL teachers’ incorporation of cultural wealth in their classroom environment or on the reported frequency of their collaboration.

IntroductionDesign thinking (DT) is a creative, iterative approach to generating solutions that are desirable, feasible, and viable. Given its role in fostering creativity and innovation, a growing number of higher education instructors are teaching DT. Exploring how and what instructors know about DT and why they might teach it could provide critical insight into the ways in which DT is operationalized in higher education teaching and learning.Materials and methodsA convergent parallel mixed methods design was used for data collected from online surveys administered to faculty teaching DT. The survey included items about DT practices, outcomes from DT, demographic characteristics, and course characteristics. Five open-text survey items queried participants about their definition of DT, why they teach DT, and what additional outcomes they observed. Descriptive statistics were used to analyze quantitative items and thematic analysis was used to analyze qualitative items.ResultsParticipants (n = 49) represented various academic ranks, disciplines, types of institutions, and geographic locations. Analyses indicated clear congruence between quantitative and qualitative data. Definitions of DT aligned with well-known models of DT. Motivations for teaching DT included the promotion of personal development, DT proficiency, impact, and interpersonal skill development. Other positive student outcomes observed included increases in enthusiasm, self-awareness, empowerment, optimism, and a sense of belonging. Negative student outcomes included time constraints, teamwork conflicts, and student frustration.ConclusionFaculty believe that DT leads to highly valuable social innovation skill sets for students. This cross-institutional, multi-disciplinary study provides critical insight into faculty experiences and motivations for teaching DT, offering various strategies for instructors and institutions interested in fostering the uptake of DT within higher education.

Consultee-Centered Consultation (CCC) is built upon the use of a constructivist, interactive approach to support conceptual change in consultees. Constructivism is foundational in ethnographic traditions as well and it focuses on understanding socially constructed meaning-making in cultural groups. Given the importance of constructivism in both traditions there is a natural alignment in the use of ethnography to study CCC. This paper illustrates unique contributions ethnography can make to explain and describe the application of CCC, from the social process of problem conceptualization to broadening our understanding of how underserved parents can be engaged as successful consultees. Additionally, it examines how ethnography can advance our theoretical knowledge of the CCC process. The text of four published studies that used ethnography to study CCC were scrutinized. Every article articulated how the ethnographic method was used to pose a research question, present a basis for the research strategy, and examine the studies' findings.

A Vygotskian approach to assessment is proposed by invoking the distinction between the development of lower and higher psychological functions. Higher psychological functions are specifically human and develop with the use of cultural tools via mediation. Accordingly, a distinction is made between tests that are based on association, which have lower psychological processes as their object of measurement and tests based on mediation that target higher psychological processes. Within a Vygotskian framework of human development, the goal of effective education (i.e., teaching and learning in formal contexts) is developing higher psychological functions. Therefore, assessment, whose purpose is to assess the outcomes of educational processes, should be capable of gathering evidence of the development of higher psychological functions.

This study evaluated a self-report survey assessing school professionals’ perceptions of school and community mental health supports and services. Based on responses from 560 school professionals, findings provide support for the measure’s internal structure and ability to distinguish low-poverty and high-poverty schools. Practitioners and researchers may consider using this survey to understand perceptions of the quality and availability of mental health services, informing the selection and adaptation of school-based mental health supports and services.

The Mexican Room was a segregated space for the instruction of Mexican immigrant and Mexican American school-aged children attending school during the first half of the twentieth century in Arizona, Texas, and Southern California (Ruiz 2001;Valencia 2005).The Mexican Room was sometimes located within a school and at times was built as a separate structure and referred to as the Mexican School.There were no laws that allowed for segregation; nonetheless, school districts unlawfully established these spaces, often to uphold notions of white racial superiority even as Mexicans were considered white under the law (Powers and Patton 2008).The Mexican Room was a site of racial subordination and a place of great isolation, where children of Mexican descent languished academically under the guise of receiving specialized instruction delivered by poorly prepared teachers.These segregated spaces were prevalent in part to appease the demands of white parents (Gándara and Orfield 2010) but mostly as part of a larger web of discriminatory practices against Mexicans and Mexican Americans, practices that were also enacted in California and Texas (Powers 2008).The 1951 Gonzales v. Sheely court decision ended the Mexican Rooms in Arizona.Noting the deleterious effects segregation had on students' learning of En glish as well as on their sense of self, the justices wrote: "The methods of segregation prevalent in the respondent school district foster antagonisms in

A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest–posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via hierarchical linear modeling. Results indicated a treatment effect on students’ self-reported social resilience and emotion regulation difficulties, indicating potential for the classroom guidance curriculum. Results from exploratory analyses also supported a treatment effect for understanding and acceptance of DBT skills. The findings have direct implications for school counselors and other school-based mental health professionals, highlighting the positive effects of proactively employing universal social and emotional learning interventions targeting the development of adolescent social and emotional skill building. A discussion on future practice and research is also included.

Gatekeeping is an ever-present feature in the distribution of and access to educational resources in many aspects of our lives. In high performance domains, a gatekeeping process determines acceptance into elite training programs, invitations to perform, drafting onto elite sports teams, and matriculation into graduate school. Gatekeeping can be defined as the process by which an arbiter influences high performers’ transitions between and ascension within developmental stages and can culminate with outstanding performance in a field. In this article, we briefly review the history of the research of gatekeeping. Next, we consider criteria that are specifically related to the role of gatekeeping in high performance and, then, we explore gatekeeping in the domains of the performing arts, sport, and academics. The final section discusses future directions for investigation and enhancement of the practice.

Suicide is a leading cause of death of school-aged youth, with adolescent and young adult populations considered to be most at risk for suicide clusters and contagion effects. Suicide clusters have been documented in school districts across the United States, though the degree to which schools are prepared to provide postvention services in the wake of a suicide is presently unclear. The current study sought to ascertain school psychologists' training, experiences and access to school district protocols in general postvention, and specifically in suicide contagion effect prevention. Perceptions of suicide postvention knowledge and self-efficacy from 111 school psychologists in the state of North Carolina were assessed using the Perceived Postvention Competency Survey. Descriptive and multivariate analyses were conducted to identify associations between school psychologist characteristics and perceived competency. More than half of respondents reported limited knowledge, preparedness, and confidence in suicide postvention, and even lower degrees of competency in preventing suicide contagion effects. Formal training in postvention and years worked were significantly associated with both perceived knowledge and self-efficacy. Recommendations to enhance school psychologists' postvention competence are offered, and directions for future research to expand upon this preliminary work are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Intervention research is replete with examples of finely crafted innovations showing initial efficacy in tightly controlled experimental contexts only to fail when they are implemented in typical use settings. While the reasons for such failures are broad, implementation science shows a targeted and judicious use of appropriate competency drivers, such as coaching to innovation providers, increases the likelihood that promising interventions can be used with effectiveness. This article discusses how an implementation coaching framework is used to implement a novel career and university readiness (CCR) program. The SELF CARE program utilizes university residential life community directors to implement a manualized social-emotional learning (SEL) and community and cultural wealth (CCW) curriculum with the purpose of enhancing the protective and thriving skills of growth mind-set, sense of belonging, self-management, self-advocacy, and community and cultural wealth (see Appendix A). SELF CARE targets underserved university students with the goal of supporting their thriving at a predominantly White institution (PWI).

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.

Competition, a topic closely associated with outstanding performance, continues to be a contentious topic (Bonta, 1997; Murayama & Elliot, 2012a, 2012b), particularly in the realm of education and schooling (D. W. Johnson & Johnson, 1987, 2009). Is competition a useful or detrimental strategy for promoting outstanding performance? Does competition contribute positively to performance or should it be avoided? In this article, we took on the challenge of exploring the relationship between competition and high performance and making recommendations about how competition can be used in promoting adaptive youth development. We begin by defining competition and outstanding performance. We then discuss competition in the context of the positive psychology movement, followed by brief reviews of literature showcasing how competition is related to enhanced performance in sport, organizational settings, and academic domains. Next, we discuss competition's relationship to creativity. The article closes with a discussion of the implications of this work for practice and research. It is our hope that this work will result in increased attention to high performance psychology as an important focus for scholarship and application in a wide range of arenas, from schools and the workplace to athletic and artistic venues.

The Madres para Ninos (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children's successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother's experience as consultee during the MpN ten-week group consultation process.