Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment. Reflection practice is specifically used when students study education in a university course and apply what they learn in a related field experience in a K-12 school. This study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in a course focused on developmental sciences in a context of poverty. Results demonstrate what level of research is required to prepare teacher candidates to make instructional decisions as well as become self-aware of their perspectives and attitudes in teaching.

Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular applicability to students attending poor or rural schools where access to advanced course options and gifted programs are limited, to students who cannot fit additional advanced courses into their school schedules, or to homeschooled or homebound learners. However, little research exists on the use of online alternatives to traditional AP programs for students who lack access to advanced course options. This qualitative study investigated the learning outcomes for 138 students enrolled in an advanced online case-based course in environmental sciences. The course utilized problem-based and case-based learning methods and was developed using the guidelines provided by best practices for advanced learners and science pedagogy. Analyses of student online discussion boards, case resolutions, student grades, student and parent surveys obtained at the end of the course, e-mails, and AP examination results showed that many students enrolled in the course demonstrated learning, engagement, and challenge. Findings further support the conclusion that the course provided a viable learning alternative to traditional AP environmental science courses for many, but not all, students.

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Increasingly, social issues are expanding at global proportions. Some of the biggest threats surround sustainability and environmental challenges. Global learning can prepare future global citizens to acknowledge and resolve social issues. Global citizenship can be used as a means for addressing awareness, knowledge, and action relative to sustainability and environmental education. For the purpose of teaching sustainability and environmental education via global citizenry to gifted learners, a curricular framework was developed to use across disciplines, grade levels, and service delivery options. In essence, the curriculum prepares advanced and gifted learners to raise their awareness of sustainability and environmental issues, teach the necessary tools for taking action, and to prepare them to inspire future citizens who engage in related global community change.

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