A significant issue in gifted education is the possible need for mandatory pre-service programs or certifications for educators who work with students who are gifted and talented. It was the primary purpose of this dissertation study to examine the perceptions of three groups of participants (pre-service educators, in-service educators in regular classroom environments, and in-service educators in classrooms for gifted students) to discern if misconceptions exist among the groups about the best practices for identifying and educating students who are gifted. Qualitative methodology was used to collect data via focus group interviews, email interviews, and document analysis. Data were analyzed for emerging trends and common themes in participants' perceptions of best practices for identifying and educating students who are gifted. The results of this study yielded several recommendations, including: (1)the need for more cohesive philosophies of gifted education and in-service training programs at the district level, (2) better defined gifted certification and/or pre-service teacher education program elements for gifted education, and (3) assistance for school districts from gifted education professional organizations or universities with strong backgrounds in gifted education programming to provide quality gifted professional development. The results support further research regarding pre-service education components and best practices in the education of students who are gifted. / Dissertation Chair: Dr. Mary Renck Jalongo Dissertation Committee Members: Dr. Monte Tidwell, Dr. Kelli Paquette, and Dr. James Hooks

Scores on a state comprehensive assessment test showed that writing skills of 4th grade students enrolled in a K-8 magnet school in the southeastern part of the United States were below target. The assistant principal of the K-8 magnet school explained that a review of 3-year longitudinal data revealed that the number of students who met proficiency for the 4th grade writing assessment decreased by 1% each year. The purpose of this case study was to gain an understanding from teachers about the best practices on how to improve students' writing skills. Denzin and Lincoln's constructivist theoretical concepts of accommodation and assimilation of learning were the basis of the conceptual framework. The research focused on how 3rd and 4th grade magnet school teachers described best practices to improve their students' writing skills. Data were gathered from three sources: (a) semistructured interviews with 5, 3rd grade and 5, 4th grade literacy teachers, (b) review of 10 lesson plans and 10 students' writing samples, and (c) 10 classroom observations. Based on the findings from the data, the following themes led to the professional development training: (a) oral activities to discuss as a class, (b) group discussions to gather feedback, (c) feedback to monitor progress, and (d) corrections. This professional development training is intended to strengthen the participating teachers' abilities to improve the writing skills of their students. The implications for positive social change is training teachers how to effectively instruct diverse elementary students to communicate effectively in writing.

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abstract: Effective collection and dissemination of project information, including best practices, help increase the likelihood of project performance and are vital to organizations in the architecture-engineering-construction (AEC) industry. Best practices can help improve project performance, yet these practices are not universally implemented and used in the industry, due to the following: 1) not all practices are applicable to every project or organization, 2) knowledge lost in organizational turnover which leads to inconsistent collection and implementation of best practices and 3) the lack of standardized processes for best practice management in an organization. This research, sponsored by National Academy of Construction, the Construction Industry Institute and Arizona State University, used structured interviews, a Delphi study and focus groups to explore: 1) potential benefit and industry interest in an open repository of best practices and 2) important elements of a framework/model that guides the creation, management and sustainment of an open repository of best practices. This dissertation presents findings specifically exploring the term "Practices for Excellence", its definition, elements that hinder implementation, the potential value of an open online repository for such practices and a model to develop an open repository. / Dissertation/Thesis / Doctoral Dissertation Engineering 2014

Environmental Impact Assessment (EIA) is broadly defined as a systematic process that proactively examines the potential consequences of development actions. As a planning process, the longer-term objective of EIA is to contribute to sustainable development of the environment. EIA cannot meet its sustainability objective without a systematic follow-up program. Notwithstanding the benefits of a follow-up program, there is little guidance for best practices. The problem is that follow-up programs are not widely implemented in EIA and the lessons learned from experience have not been documented. This research explores the principles and characteristics of best-practice follow-up in an attempt to identify the lessons learned and issues raised from experiences in Canadas mining resource sector. A normative framework for doing follow-up is developed from the literature using these principles. Based on document analysis and semi-structured interviews, a case study of the Ekati Diamond Mine, Canadas first diamond mine, is evaluated based on the best practice principles, which advocate actions for success. The Ekati mine is meeting requirements in the best practice principles, as established in the best practice framework, which is outlined in part, in licenses obtained by Ekati. This is exemplified in BHPBs, use of hypothesis in impact prediction. However, there are normative principles and elements that are left out in Broken Hill Proprietary Billiton Ekatis follow-up programs. For example, there is some concern about the level to which local knowledge has been incorporated and the level to which monitoring of socio-economic elements is being carried out. Based on Ekatis experience, a number of new lessons emerge to inform the framework on best practice follow-up namely, that there is need for mandatory, non-ephemeral legislation on follow-up, that baseline data needs to be repeatedly collected after projects have started operations and that there is a need for firmer requirements if proponents are to exercise serious commitment to public involvement.

Environmental Impact Assessment (EIA) is broadly defined as a systematic process that proactively examines the potential consequences of development actions. As a planning process, the longer-term objective of EIA is to contribute to sustainable development of the environment. EIA cannot meet its sustainability objective without a systematic follow-up program. Notwithstanding the benefits of a follow-up program, there is little guidance for best practices. The problem is that follow-up programs are not widely implemented in EIA and the lessons learned from experience have not been documented. This research explores the principles and characteristics of best-practice follow-up in an attempt to identify the lessons learned and issues raised from experiences in Canadas mining resource sector. A normative framework for doing follow-up is developed from the literature using these principles. Based on document analysis and semi-structured interviews, a case study of the Ekati Diamond Mine, Canadas first diamond mine, is evaluated based on the best practice principles, which advocate actions for success. The Ekati mine is meeting requirements in the best practice principles, as established in the best practice framework, which is outlined in part, in licenses obtained by Ekati. This is exemplified in BHPBs, use of hypothesis in impact prediction. However, there are normative principles and elements that are left out in Broken Hill Proprietary Billiton Ekatis follow-up programs. For example, there is some concern about the level to which local knowledge has been incorporated and the level to which monitoring of socio-economic elements is being carried out. Based on Ekatis experience, a number of new lessons emerge to inform the framework on best practice follow-up namely, that there is need for mandatory, non-ephemeral legislation on follow-up, that baseline data needs to be repeatedly collected after projects have started operations and that there is a need for firmer requirements if proponents are to exercise serious commitment to public involvement.

The purpose of this study was to determine the core competencies needed by state Baldrige examiners, to identify best practices in examiner training programs provided by state Baldrige organizations, and to identify best practices for teaching core competencies. A Delphi panel ranked core competencies, best practices, and best practices for teaching core competencies using a Likert-style survey. Descriptive statistics and a formula for determining consensus quantified the results. The key findings of this study were that the Baldrige Criteria for Performance Excellence continue to provide the core competencies for which examiners need to be trained to effectively evaluate and score applications and provide meaningful feedback to applicants. The best practices for teaching core competencies, however, vary according to the needs of each state organization and the expertise and teaching styles of the trainers in the various state organizations. Coaching was the one best practice upon which the panel agreed as being applicable to teaching most of the core competencies. A template for training examiners using the best practices for teaching core competencies was the outcome of this study. Recommendations include using this template to train examiners and using the actual teams, of which the examiners will be a part, for evaluating and scoring the applications from receipt of the application through the life of the application. It is recommended that the individual review of applications be eliminated. As examiners will work with the actual applications from the beginning of the process, it is recommended that the case study be eliminated as pre-work. It is also recommended that coaches work with the actual teams from the training session until the feedback report is written.

Performance management is used as a tool not only to justify government expenses, but also to help public managers in terms of better planning, accountability, resource allocation, goal focusing, and many other benefits (Poister, 2003; Redburn, et al., 2007; Behn, 2003 etc.). As interest in and concerns about performance management systems continue to grow, scholars have increasingly suggested methods to better design and implement these systems in the public sector organizations, with the underlying assumption that they will help public organizations perform better. Using a management model proposed by Meier and O’Toole (1999, 2001), I explored the efficacy of following recommended practices in designing and implementing performance management systems for local police departments in the US. I used the 2012 Uniform Crime Report (UCR) dataset prepared by the Federal Bureau of Investigation (FBI), and original surveys of the chiefs of various police agencies for this undertaking. I used ordinary least squares (OLS) regression analysis to compare the performance of police agencies (measured in terms of number of crimes per 100,000 people) to the extent to which they follow recommended practices while designing and implementing performance management systems in their respective agencies. The results from this study suggest do not suggest a link between the recommended practices and police performance, as only the practices of using performance information and providing discretion to officers were found to be supporting the hypotheses for only one out of the eight crime categories. These two significant results might be attributed to chance alone. The results, hence, raise questions about the effectiveness of the recommended practices in improving organizational performance. Justification of the use of recommended practices, however, can still be traced to goal-setting theory.

Best practices have previously been developed for beef slaughter and further processing operations with input from academic and industry leaders. Best practices for pork processors have not been developed, and those developed for the beef industry may not always be applicable to the operations of Small and Very Small establishments. Small and Very Small establishments warrant unique consideration in terms of financial and technological capabilities. While larger processors utilize multiple capital-intensive microbial interventions, smaller establishments often must rely on sanitary practices and more traditional interventions. In order to develop best practices for Small and Very Small pork slaughter and further processing establishments, a survey instrument seeking information on establishment and facility characteristics as well as current sanitary practices was distributed to Small and Very Small establishments in the Southwest region. Additionally, microbiological baselines were established for six Small and Very Small pork slaughter and/or further processing establishments to allow the efficacy of best practices to be assessed following implementation in each of the six plants. Survey responses revealed areas where best practice recommendation efforts may be focused, and microbiological baseline data provided insight to the condition of carcasses and environmental surfaces using current sanitary practices. Combined, the data reveal the opportunities for improvement in the food safety systems of Small and Very Small pork processing establishments.

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