A snapshot of multicultural training in school psychology

With the rapidly increasing racial and ethnic diversity of the school-aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s study on multicultural training by examining the extent to which school psychology programs use multicultural training recommendations noted in the literature. Thirty-eight school psychology program coordinators completed the Multicultural Environmental Inventory-Revised (MEI) to assess their perceptions of their program's multicultural environment. Participants were also asked about their training in multicultural and diversity issues and how their program conducts multicultural training. Findings suggest that programs most frequently used the integration and separate course models for multicultural training along with clinical experiences serving diverse students. In addition, multicultural coursework was associated with higher scores on the MEI Curriculum and MEI Research subscales. With regard to program environment, the percentage of racial and ethnic minoritized (REM) students was positively correlated to the percentage of REM faculty and the number of required multicultural courses. However, programs lacked specific strategies to recruit and retain diverse students. Findings and implications for training programs are discussed.     

Multicultural school psychology training: An examination of students’ self‐reported course outcomes

This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.     

构建阅读场 促进常态读

为了培养学生良好的阅读习惯,积极践行“阅读常态化”的理念,我校以心理学家勒温的场动力学理论为依托,充分发挥团体动力的作用,创设浓郁的阅读“场”环境,通过思想引领、环境营造、活动促进,星级评价构建师生常态阅读氛围。     

短期语言培训课堂上的文化介入研究

语言学习课堂上文化参与的方式和内容应该根据不同的人群设计和选择。然而,国内语言课堂上的文化参与内容和方式均过于单一,因而不利于培养不同学生群体的语用能力。为了借鉴国外课堂文化介入方式以改进我们的外语教学,本文作者结合我国短期成人英语学习者的实际需求,通过观察国外语言课堂活动和国内课堂实践,总结出了一个把文化学习融入语言技能训练的课堂文化介入方式系列活动,并对短期语言培训涉及到的文化介入内容问题进行了讨论,以期对各个层面的语言教育有所启发。     

Working toward equitable gifted programming: The school psychologist's role

As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted-specific coursework in teacher preparation programs may sustain ill-formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture-fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students.     

Trends and practices in functional behavior assessments completed by school psychologists

Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described.     

Curriculum and instruction for the gifted: The role of school psychologists

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.     

小学生英语写作能力的培养策略

小学生英语写作能力应当依照《英语课程标准》的要求进行培养。小学英语教师在对这项工作予以足够重视的同时，必须关注小学生英语写作动机的激发和兴趣的培养，加强对英语写作教学策略的研究，正确理解“写”与“听”、“说”和“读”这三项技能之间的关系，改进英语写作训练的方法。     

A case example of one state's efforts to measure and address the critical shortage of school psychologists

Despite persistent calls for school psychologists to provide comprehensive and integrated services, school psychologists may have difficulty providing these services because of critical shortages in the profession. This practical action research study involved surveying district supervisors of school psychologists and training program directors in the state to identify the current and projected shortages in Florida. This multimethod, multi‐informant case example also focused on facilitators of and barriers to addressing the critical shortage. How the data have been used to inform recruitment, retention, and advocacy efforts to identify school psychology as a critical shortage legislatively are provided as well as recommendations for future research.     

Oral English language proficiency and reading mastery: The role of home language and school supports

The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.     

Cultural Genocide Through Mainstream Media: A Brief Critical Analysis

While the U.S. mainstream media continues to exercise its right of way in the American landscape, the predominant culture faces a population and popularity decrease. Diversity is slowly finding a perennial nest for growth, although minorities are still being shelled by mainstream media that consciously and unconsciously make the attack a priority in their news and entertainment properties. This article provides an overview of the cultural genocide caused by mainstream media, considering it is in the hand of the hegemonic group that finds it necessary to condemn anything that is different in a society that is pluralistic by nature.     

语用学与英语教学

语用学近年来越来越受到英语教学工作者的重视。越来越多的人开始采用旨在提高学生交际能力的语用教学，语用学对英语教师、英语学习者及其交际能力都起着十分重要的作用，语用学对解决一些在英语教学中长期存在的难题有着参考性的作用。     

School consultation: The training needs of teachers and school psychologists

This paper describes the roles of teachers and school psychologists and presents an overview of current and prospective methods of providing services to special needs children. On the basis of the literature and professional experience, it is suggested that changes are needed in the provision of special education services. The consultative relationship between teachers and school psychologists is viewed as the key to successful classroom intervention for special needs children. Although each profession brings expertise into the consultative relationship, better training is needed for teachers and school psychologists to ensure that effective intervention strategies are developed.     

世界职业技能大赛中国选手的英语培训模式探究

世界职业技能大赛是目前国际顶级职业技能赛事,在国外享有盛誉。我国近年派选手参赛并取得优良成绩,但目前参赛语言英语是横亘在中国选手面前的最大障碍。本文聚焦中国选手赛前英语技能培训模式,通过对英语技能培训目的、培训方法与培训预期进行分析研究,旨在为培训模式提供新视角,并使社会各方面更多关注职业技能人才的综合素质发展。     

高校“双语课程”骨干教师培养途径探讨

高校"双语课程"骨干教师往往是制约中外合作项目顺利开展和双语教学顺利开展的拦路虎。高校"双语课程"骨干教师应该具有明确的职业态度,良好的专业知识能力,良好的双语教学技能等。高校"双语课程"骨干教师培养主要通过职前和职后两种途径实现。     

Using grant funding to enhance school psychology training

The Office of Special Education Programs (OSEP) offers competitive grants to institutions to provide training to prepare education personnel to work with children with disabilities. These grants have been found to improve the recruitment, training, and retention of special education personnel. This study explored the use of OSEP–personnel preparation (OSEP–PP) grants in school psychology programs from the perspective of school psychology university trainers with current active OSEP grant funding. Findings suggest that OSEP–PP grants enhance school psychology program recruitment efforts and improve the training of school psychologists. Study participants highlighted the importance of diversity within both training and recruitment. On the basis of these findings, authors discuss ways in which OSEP–PP funding can improve field shortages and school psychology training, and subsequently enhance school psychology practices towards more comprehensive service delivery.     

Integration of school features into Taiwanese elementary school new English curriculum

Elementary school English activation curriculum, an additional two culture classes, has been implemented only in New Taipei City in Taiwan starting from 2010, so only a few studies focus on it. This is a case study of an English teacher's integration of a school's features into the activation curriculum in a rural elementary school. This study revealed students' positive attitude towards such curriculum, the students’ preference for the English teacher's use of a wide variety of activities and the implementation of alternative assessments; it also revealed the English teacher's expertise and pedagogical competence, developed in collaboration with other teachers.     

Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

Abstract

The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching 2—designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates.     

Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners

Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least examined and reported for English language learners in the United States. This exploratory quantitative study investigates the interplay between gender and biliteracy in a diverse urban school district. The quantitative data demonstrate gender variations across all years and grade levels and on both English and Spanish assessments.