Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations.

The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental design intervention. Teachers in the experimental condition participated in professional learning opportunities featuring curriculum materials, lessons, and activities highlighting support for students identified as 2e or from CLED populations. Teachers in the control condition received no intervention. Across 16 United States' schools, 53 grade 3 classroom teachers were selected to complete two sets of pre-intervention and post-intervention surveys assessing their reported beliefs about students identified as 2e or from CLED populations. The results indicated that all teachers consistently reported accurate and positive beliefs about the characteristics and needs of these populations, both prior to and after participation in relevant professional learning opportunities. Although analyses revealed main effects of condition and time for certain scales, the reported interaction terms suggested that the professional learning opportunities did not specifically increase questionnaire scores for teachers in the experimental condition. The implications of these findings regarding professional learning and efforts to improve equity in gifted and talented education are discussed.

Does Taking the Fellowship In-Service Hematopathology Examination and Performance Relate to Success on the American Board of Pathology Hematology Examination?

OBJECTIVES: The biannual Fellow In-Service Hematopathology Examination (FISHE) assesses knowledge in five content areas. We examined the relationship between taking the FISHE and performance on it with outcomes on the first attempted American Board of Pathology Hematology subspecialty certifying examination (ABP-HE). METHODS: The pass rate between the ABP-HE candidates who took the spring FISHE and those who did not were compared. The likelihood of fellows passing the ABP-HE based on their percentiles on the FISHE was also assessed. RESULTS: ABP-HE candidates who took the spring FISHE had a higher pass rate (96.4%) than those who did not (76.1%, P < .001). Spring FISHE performance, including total percentile and percentiles in four of five FISHE content areas, was only a weak predictor of passing the ABP-HE. CONCLUSIONS: Candidates who take the spring FISHE do better on the ABP-HE than those who do not. Most fellows passed the first attempted ABP-HE regardless of FISHE performance. Whether this is due to fellows making use of the FISHE as a self-evaluation tool to help identify and then correct their knowledge deficiencies remains to be determined.

How Do Propensity Score Methods Measure Up in the Presence of Measurement Error? A Monte Carlo Study.

Considering that the absence of measurement error in research is a rare phenomenon and its effects can be dramatic, we examine the impact of measurement error on propensity score (PS) analysis used to minimize selection bias in behavioral and social observational studies. A Monte Carlo study was conducted to explore the effects of measurement error on the treatment effect and balance estimates in PS analysis across seven different PS conditioning methods. In general, the results indicate that even low levels of measurement error in the covariates lead to substantial bias in estimates of treatment effects and concomitant reduction in confidence interval coverage across all methods of conditioning on the PS.