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This column is a continuation in a series describing how collaboration among relevant stakeholders (e.g., parents, mental health professionals, community members) can enhance the implementation of effective practices to support children’s learning and development. In the previous column in the series, we described a variety of roles peers can have in the implementation of effective practices for students with and at risk for disabilities and strategies for developing and sustaining peer support programs in schools (Rowe et al., 2022). The purpose of this column is to describe different approaches to promote parent collaboration in the implementation of effective practices while addressing challenges that can undermine a collaborative process.

The table below lists (a) each effective practice in secondary transition, (b) the operational definition of the practice based on empirical research, (c) corresponding reference(s) used to establish the practice, and (d) the student population with whom the practice was established. The level of evidence [evidence-based, research-based, or promising]—is noted under each practice in brackets. Visit https://transitionta.org/topics/effective-practices/ for information pertaining to how these effective practices were identified.

This outdoor water scavenger hunt includes a set of linked learning experiences in which children will practice careful observation and documentation to identify places they can find water outside. LEARNING OBJECTIVES: Children will be able to identify water found in more than one location outside Children will be able to describe their observations of water outside using spoken words, writing, and/or pictures Children will compare and contrast predictions with documented observation

The aim of this study is to better understand the Swedish concept of“förebyggande socialt arbete”, preventive social work. I have conducted elevenqualitative interviews with different key persons and skaters, together withparticipant observation. During the process of analyzing the material I have usedRandall Collins´ concepts of interaction ritual chains together with Jean Laves andEtienne Wengers concept of situated learning. The answers could be split up inthree areas, first those who regard prevention work as building good things for thefuture. The second group to prevent something bad to happen and the third groupregard preventive social work to be repairing what was broken. The first group,mostly architects, included all three levels of the urban system, the social culturecontext, the human interaction and the urban design. The second and third group,mostly participant from the social work area, focused on the individual level.Although social work should be involved in social policy and development areincluded in the Swedish Social Serves Act. The findings is that Swedish definitionof social work need to be wider in order to include the urban design as a part ofsocial prevention work.

[pt] Esta pesquisa investiga como o conceito interdisciplinar do Antropoceno está sendo incorporado à política internacional para abordar preocupações com possibilidades para o nosso futuro global. Isso é feito por meio da análise de documentos-chave do PNUD, que vem utilizando esse conceito ao longo dos últimos anos para orientar a reformulação de suas estratégias de Desenvolvimento Humano. Em um cenário de intensas crises globais, o Antropoceno vem ganhando espaço na teoria das Relações Internacionais como diagnóstico da insustentabilidade dos atuais arranjos sociais, políticos e econômicos; e um ponto de partida teórico para os esforços de reconstrução. Por meio de discussões sobre o Antropoceno, vários pontos estão sendo avançados por estudiosos de RI: desde a ideia de que precisa haver uma mudança nas visões cosmológicas até a ideia de que entidades naturais como florestas devem ser determinadas como atores em arenas de tomada de decisão internacional. Esta tese visa complementar essa literatura, trazendo para a discussão as mudanças programáticas e políticas já apontadas por um ator internacional relevante. Com isso, pretendo colaborar para tornar essa discussão teórica mais robusta, e espero também apontar possíveis rumos que a política internacional poderia seguir na incorporação de preocupações antropocênicas com a sustentabilidade da vida no planeta. / [en] This research investigates how the interdisciplinary concept of the Anthropocene is being incorporated into international policy to address concerns with possibilities for our global future. This is done through an analysis of key documents by the UNDP, which has been using this concept over the last few years to orient a reformulation of its Human Development strategies. In a scenario of intense global crises, the Anthropocene has been gaining space in International Relations theory as a diagnosis of the unsustainability of current social, political and economic arrangements; and a theoretical start point for reconstruction efforts. Through discussions around the Anthropocene, multiple points are being advanced by IR scholars: from the idea that there needs to be a shift in cosmological visions, to the idea that natural entities such as forests should be determined as actors in international decision-making arenas. This thesis aims to complement that literature by bringing into the discussion the programmatic and policy shifts already being pointed to by a relevant international actor. With that, I intend to collaborate to make this theoretical discussion more robust, and hopefully also point to possible directions that international policy could follow in the incorporation of Anthropocenic concerns with the sustainability of life in the planet.

Years ago, I became one of the many educators to leave the classroom. When I was accepted into a doctoral program for educational policy, I joked that I had spent five years teaching and would spend the next five years trying to figure out what had happened to me. Like so many other educators, I could do something else and so I did. I became a leaver [...]

This historical and research review tracks how centralized policy has impacted school boards and the position of the superintendency, as related to local workforce, over time. The potential costs and benefits of such a shift are examined including the key themes of equity, special interest influence, and public democratic participation. Additional work should be done to examine such impact. Institutional theory is proposed as a potential lens for future analyses.

Review of: Yough, M., & Anderman, L. H. (2023). Teaching to prepare advocates. Information Age Publishing, Inc. (ISBN: 9798887300696) Excerpt: "Teaching to Prepare Advocates is the fourth volume in a larger six-part series, Theory to Practice: Educational Psychology for Teachers and Teaching. This volume is edited by Mike Yough and Lynley H. Anderson and split into two parts. Part 1 is the bulk of the text, with seven chapters focused on advocating for educational psychology. Part 2 devotes four chapters to advocating for students [...]"

Excerpt: "Scholars have documented that when John Dewey formed an experimental university-based school in Chicago in 1896, he intended that research be a component of laboratory schools (Camp-Mayhew et al., 1936; Durst, 2010). However, the realities of teaching and the bureaucratic structures of higher education present obstacles to engaging in meaningful empirical work. Additionally, the majority of laboratory schools have converted from their original form as public, university-based institutions of innovative teaching and research to private, tuition-based institutions or to public facilities attended primarily by the children of university faculty (Whitman, 2020). However, there are examples of laboratory schools that still engage in research activities (e.g. Cutler, 2012; Weih & Ensworth, 2006; Wilcox- Herzog & McLaren, 2006) and all contemporary laboratory schools still list research among their missions and purposes, though the level and definition of research differs across institutions (Jozwiak & Vera, 2016)" [...]