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Descriptors:
Psychologists; Educational Psychology; Professional Associations; Individual Characteristics; Time Management; Influences; Writing Processes; Cooperation; Mentors; Qualitative Research

Abstract:
This article seeks to answer the questions: Who are the most productive and influential educational psychologists? What factors characterize these educational psychologists? And, what advice might they pass along to budding scholars? To determine the top educational psychologists, we surveyed the membership of Division 15 (Educational Psychology) in the American Psychological Association. The four top scholars were Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman. To determine characterizing factors, we used qualitative research methods that uncovered the scholars' trademark characteristics, influences, time management practices, writing techniques, collaboration patterns, mentoring practices, and other intriguing aspects. Finally, we asked the top scholars what advice they might pass along to budding scholars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grief; Counselor Training; Professional Associations; Course Content; Curriculum; Teaching Methods

Abstract:
Currently, the Council for Accreditation of Counseling and Related Educational Programs (2009) does not require course work on grief and loss, and it is possible for counselors to practice without any formal training in the area. The purpose of this article is to highlight the need for additional grief and loss education in the curriculum, provide a brief overview of the current literature surrounding grief and loss, and suggest pedagogical strategies for counselor preparation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Geography; Educational Change; Expertise; Conferences (Gatherings); Geography Instruction; Curriculum; Professional Associations; Ethnography; Educational Research; Higher Education; Teacher Collaboration; College Faculty; Foreign Countries

Abstract:
"Curriculum making", highlighted in the Geographical Association's Manifesto in 2009, was the focus of a research symposium held in London in April 2011. Using an auto-ethnographic approach, I reflect on and explore my experience of participating in that symposium. The analysis explores the "cultures of influence" and the "forms of problematisation" represented in the symposium papers, and argues that there is a tension between the ideas that underpin curriculum making (which focus on the actions of the teacher) and how research conducted in higher education problematises the geography curriculum. The analysis reveals three categories of "problems": subject identity and expertise, teacher professionalism and engagement, and education policy and its enactment. In helping to understand these problems further, the research has been able to highlight the significance of local contexts in influencing and facilitating change in education, and the necessity of a productive relationship between academics and teachers. (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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Identification; Learning Disabilities; Special Education; Response to Intervention; Best Practices; Professional Associations; Special Education Teachers; Federal Legislation; Educational Legislation; Intervention

Abstract:
The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article. (Contains 2 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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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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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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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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Descriptors:
Higher Education; College Faculty; Organizational Development; Organizational Change; Foreign Countries; Faculty Development; Professional Associations; Response Rates (Questionnaires); Teacher Surveys; Context Effect; Accountability; Student Diversity; Technological Advancement; Technology Uses in Education; Interdisciplinary Approach; Teacher Characteristics; Teacher Responsibility; Teacher Role; Technology Integration; Leadership; Educational Administration

Abstract:
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development? In this article, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the field as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this article draws substantially on findings from an in-depth study of faculty development professionals in North America. In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education, were surveyed. Formed in 1974, POD's membership currently includes faculty developers from some forty countries, with the largest membership in the United States and Canada. From its outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. In this article, findings of the study are drawn from to highlight the issues that should be addressed through faculty development in the future. A few issues concerning the study require special note. The survey was sent to the full POD mailing list of members (999 names). Completed surveys were received from 494 developers at 300 higher education institutions in the United States and 31 institutions in Canada, resulting in an overall response rate to the survey of 50 percent. Thirty-nine percent of the respondents were men, and 61 percent were women. Understandably, this census of faculty developers does not necessarily represent the scope and proportion of all faculty developers, but it is representative of the membership of the field's largest professional organization in North America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Therapy; Allied Health Personnel; Professional Associations; Group Membership; Surveys; Demography; Employment; Specialization; Certification; Working Hours; Salaries; Client Characteristics (Human Services)

Abstract:
The American Art Therapy Association (AATA) surveys its members biennially to gather information on general demographics, employment-related characteristics, licensing, and professional affiliations. The surveys are used in the development of national media opportunities and public policy initiatives to help increase recognition for the field of art therapy. This report presents results of the 2011 membership survey and provides statistical comparisons to the previous 2009 survey. Results suggest that member demographics and many employment-related attributes such as primary job title have remained fairly stable. With notable limitations in generalizability, significant differences between the 2011 and 2009 surveys were obtained when comparing work setting, population served, employment specialization, licensure, and professional membership. (Contains 1 table and 10 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:
Postsecondary Education; Foreign Countries; Graduate Study; Federal Government; Educational Administration; Vocational Education; Canada Natives; Educational Policy; Professional Associations; Government Role; Graduate Students; College Administration; College Faculty; Educational History; Universities; Professional Education

Abstract:
This report describes programs that require a bachelor's degree, not necessarily in the same field, for entry to the program. They are equivalent to at least one semester of full-time study, with at least some of the instruction delivered face-to-face in British Columbia, Canada. Graduate programs, professional programs such as law and medicine, and post-baccalaureate diploma programs in public, not-for profit, and for-profit institutions are all within its scope. The paper touches on an extensive and representative sample of programs and institutions, but does not provide a complete inventory. The focus is on how programs were established, not on everything that has happened subsequently. Although a few graduate programs existed prior to 1945, postsecondary education in BC until then consisted mainly of undergraduate teaching institutions and various apprenticeship and articling opportunities. With the growth of research funding from the federal government, graduate education began expanding in the 1950s and, by the 1960s, doctoral education had become common. Professional programs had a more varied evolution, with some moving from training provided by the profession into the university and with many raising their entry qualifications to a bachelor's degree. The most recent post-baccalaureate developments have concerned post-degree certificates and diplomas. BC Public Institutions are appended. [For "Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6," see ED536089.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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