D. W. (2015). The use of dialectical behavior therapy skills training as stand-alone treatment: A systematic review of the treatment outcome literature.

We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least 1 covariate in the reported analyses. Evidence of overrepresentation declined markedly as the studies included one or more of 3 “best-evidence” methodological features (i.e., analyses of individual-level data, a nationally representative sample, a control for individual-level academic achievement). Among 48 coefficient estimates from studies with the strongest internal and external validity, only 1 (2.1%) indicated significant overrepresentation. This coefficient suggested a school characteristic (a high percentage of minority students) that may help explain underrepresentation. None of the remaining 47 (97.9%) regression coefficients indicated that Black children’s overrepresentation in special education was explained by misidentification based on race or ethnicity. Instead, the best evidence indicates that Black children are significantly less likely than otherwise similar White children to receive special education services.

Dispositions have become an important part of the conversation about effective teaching. The purpose of this article is to analyze the disposition domains teacher candidates draw from as they think about their early teaching experiences. A framework of three disposition domains—intellectual, cultural, and moral—was used as a heuristic to analyze 35 teacher candidates’ journals. The candidates reflected on a range of topics, yet few possessed the self-knowledge to identify their assumptions and evaluate how these assumptions influenced their teaching decisions. Candidates with the greatest capacity to unpack their assumptions and who therefore possessed the greatest awareness of their dispositions demonstrated (a) a propensity for questioning the how and why of their thinking and actions, (b) a balance between focusing on students and the self, and (c) an adoption of multiple perspectives. These baseline data provide essential information for teacher educators working to develop candidates’ dispositions.

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This qualitative collective case study investigates elementary teachers' experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and nonreactivity coupled with a healthy distress tolerance and sense of efficacy. Other protective factors included community support, self-care, and sustained use of practices focused on emotion regulation. Combined, these capacities enabled teachers to respond more compassionately to their students. Implications for professional development that fosters teachers' resilience are discussed.