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Descriptors:
Art Therapy; Public Schools; School Counselors; National Standards; School Counseling; Models; Comparative Analysis; Career Development; Individual Development; Social Development; Delivery Systems; Management Systems; Accountability

Abstract:
Art therapists must overcome systemic challenges in order to continue to provide art therapy services in U.S. public schools. An understanding of how art therapy programs fit within the national standards of the American School Counselor Association (ASCA) and the ASCA National Model may help in this effort. This review article compares recently published literature on school art therapy with the guidelines set forth in the ASCA National Model. School art therapy programs can meet the core beliefs, philosophies, and missions that are currently identified with school counseling programs; however, evidence-based research is needed to validate school art therapy as an effective intervention. 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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Foreign Countries; Masters Degrees; Masters Programs; Qualifications; Program Implementation; Comparative Analysis; Comparative Education; National Standards; Regional Characteristics; Regional Planning; Educational Legislation; Quality Assurance; Educational Policy; Governance; Postsecondary Education; Evidence; Guidelines

Abstract:
This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the "Academic Infrastructure" developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Guidelines; Ethics; Psychology; Psychologists; Criminology; Specialization; Professional Associations; National Standards; Best Practices; Responsibility; Competence; Relationship; Informed Consent; Conflict; Program Evaluation; Organizational Communication

Abstract:
In the past 50 years forensic psychological practice has expanded dramatically. Because the practice of forensic psychology differs in important ways from more traditional practice areas (Monahan, 1980) the "Specialty Guidelines for Forensic Psychologists" were developed and published in 1991 (Committee on Ethical Guidelines for Forensic Psychologists, 1991). These Specialty Guidelines for Forensic Psychology were developed by the American Psychology-Law Society (Division 41 of the American Psychological Association [APA]) and the American Academy of Forensic Psychology. They were adopted by the APA Council of Representatives on August 3, 2011. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Guidelines; Psychology; Hospitals; Delivery Systems; Psychologists; Responsibility; Counselor Role; National Standards; Best Practices; Ethnic Diversity; Minimum Competencies; Interdisciplinary Approach; Collegiality; Professional Identity; Health Services

Abstract:
Psychologists practice in an increasingly diverse range of health care delivery systems. The following guidelines are intended to assist psychologists, other health care providers, administrators in health care delivery systems, and the public to conceptualize the roles and responsibilities of psychologists in these diverse contexts. These guidelines revise and build upon earlier guidelines regarding hospital privileges, credentialing, and bylaws specific to hospital settings. Renamed "Guidelines for Psychological Practice in Health Care Delivery Systems," they were developed by the Committee on Professional Practice and Standards (COPPS). (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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National Standards; Teaching Methods; Curriculum Development; School Psychology; High Schools; Secondary School Curriculum; Developmentally Appropriate Practices; Learning Processes; Educational Quality; Quality Assurance; Professional Associations; Benchmarking; Ethnic Diversity; Academic Standards

Abstract:
The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the "American Psychologist" (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course. 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:
Evidence; Guidelines; School Psychology; High Schools; Secondary School Teachers; Teacher Education Curriculum; Best Practices; Teaching Methods; Educational Methods; Models; Educational Indicators; Academic Standards; Competence; National Standards; Course Objectives

Abstract:
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level. (Contains 1 footnote.) 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:
School Counseling; School Counselors; Professional Identity; Counselor Role; Educational Change; Academic Achievement; Individual Development; Social Development; Career Development; Professional Associations; National Standards; Models; Futures (of Society); Educational Legislation; Federal Legislation

Abstract:
School counseling as a specialty area within the profession of counseling is, in the eyes of many, experiencing a crisis of identity. The crisis, however, truly lies with school counselors struggling to fit the mold impressed upon them by external forces which often contradicts their educational preparation as counselors. We make two main points. First, academic achievement is not the most important domain for the school counselor to place their focus. Rather, personal/social and career development are the areas that school counselors should seek to impact. In addition, school counselors are principally counselors and not educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Leadership; Content Analysis; Literature Reviews; Scholarship; Educational Administration; Educational Indicators; National Standards; Meta Analysis; Electronic Libraries

Abstract:
To date, no systematic analysis of the current body of literature has aimed to understand the extent to which school technology leadership is being investigated. This review of the literature presents a content analysis of articles published from 1997 through 2010 housed in the Education Resource Information Center (ERIC) database on the topic of school technology leadership. We structured and conceptually framed our analysis around the National Educational Technology Standards for Administrators (NETS[middle dot]A). Based on our content analysis, 37 articles had any focus on technology leadership as defined by the NETS[middle dot]A. Although we found all indicators of the standards were covered to some degree, there was a glaring lack of in-depth research around this topic. In fact, nearly 68% of the articles were simply descriptive in nature. We determined that Standard 4: Systemic Improvement and Standard 5: Digital Citizenship were least studied in the current body of literature. We conclude that more scholarly efforts need to focus on topics germane to the technology standards for school leaders. (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:
National Standards; Physical Education; Teacher Certification; Communities of Practice; Elementary Secondary Education; Educational Theories; Physical Education Teachers; Learning Processes; Epistemology; Teacher Effectiveness; Self Efficacy; Group Dynamics; Educational Practices

Abstract:
The National Board for Professional Teaching Standards (NBPTS) was created in 1987 with the purpose of establishing standards for instruction for K-12 teachers within the U.S. The NBPTS was tasked with identifying and certifying teachers who met their standards. In the current article, we theorize on the potential avenues by which the NBPTS is currently establishing a Community of Practice (CoP) through its certification process. We examine pertinent literature and the certification process to support our theorization. In order to achieve this aim, Complexity Theory and Communities of Practice Theory serve as a lens for the explanation of CoPs among National Board Certification Candidates. (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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