Joseph N. Miniace and Elizabeth Falter
How does a major academic medical center interpret for its employees the organization's evolving position on managed care? How can top‐down and bottom‐up communication be combined…
Abstract
How does a major academic medical center interpret for its employees the organization's evolving position on managed care? How can top‐down and bottom‐up communication be combined to encourage open discussion of key issues? How does the communication process affect strategy implementation ?
Lynn M. Brice, Lynn Nations Johnson, Katharine E. Cummings and Sarah Summy
This chapter is focused on a 3-year, privately funded project. Dean David England, the dean of our College of Education at Western Michigan University from 2000 to 2002, worked in…
Abstract
This chapter is focused on a 3-year, privately funded project. Dean David England, the dean of our College of Education at Western Michigan University from 2000 to 2002, worked in collaboration with Elizabeth Binda, the chairperson of the board of directors for the Guido A. and Elizabeth H. Binda Foundation, to develop a project that would contribute in substantive ways to the improvement of teacher education. As a veteran K-12 teacher and teacher educator, Elizabeth Binda has long taken great interest in contributing to the profession where she has invested a good deal of her life.
Richard Beach, Michelle M. Falter and Jennifer Jackson Whitley
The purpose of this conceptual paper is to make the case for the value of fostering collaborative sensemaking in responding to literature. Drawing on examples of classroom…
Abstract
Purpose
The purpose of this conceptual paper is to make the case for the value of fostering collaborative sensemaking in responding to literature. Drawing on examples of classroom interactions in 6th-, 8th-, 11th- and 12th-grade classrooms, it proposes methods for teachers to foster collaborative sensemaking.
Design/methodology/approach
Drawing on theories of “participatory sensemaking” (Fuchs and De Jaegher, 2009), transactional literary response (Rosenblatt, 1994) and “comprehension-as-sensemaking” pedagogy (Aukerman, 2013), this paper conceptualizes collaborative sensemaking to illustrate how teachers foster making sense of texts through sharing responses based on lived-world experiences, understanding the use of literary techniques and understanding events in students’ own lives.
Findings
Given that this is not an empirical study, there are no findings. The discussion of students’ sensemaking practices in responding to classroom texts, suggests the importance of teachers creating open-ended response events in which students collaboratively support each other in making sense of characters’ actions and events, as opposed to having to conform to teachers’ predetermined agendas.
Practical implications
Analysis of the classroom discussions suggests the importance of building students’ trust in the process of sensemaking itself, fostering adoption of alternative perspectives as central to sensemaking and using activities for students’ translating or rewriting events in texts to co-create texts with authors.
Originality/value
This paper explores the importance of teachers engaging students in open-ended, sensemaking response events based on attending to “in-between,” dialogic meanings through sharing emotions, alternative perspectives and related experiences to enhance students’ engagement in responding to literature.
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Keywords
The Anaklia port project.
Details
DOI: 10.1108/OXAN-DB249383
ISSN: 2633-304X
Keywords
Geographic
Topical
Jamaicans are to remain in their homes for three consecutive weekends. Although the economies of the English-speaking Caribbean are witnessing a gradual recovery, there are…
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DOI: 10.1108/OXAN-DB263640
ISSN: 2633-304X
Keywords
Geographic
Topical
Beginning in 2007, many countries around the globe began to experience substantial downturns in their respective economies. Stock markets began to falter, unemployment rates began…
Abstract
Beginning in 2007, many countries around the globe began to experience substantial downturns in their respective economies. Stock markets began to falter, unemployment rates began to climb, and it became readily apparent that a worldwide economic recession was underway.
Sydney Austin, Ahad Bandealy and Elizabeth Cawley
The purpose of this paper is to highlight current utilizations of advanced technology within the digital mental health platform Keel Mind.
Abstract
Purpose
The purpose of this paper is to highlight current utilizations of advanced technology within the digital mental health platform Keel Mind.
Design/methodology/approach
Keel Mind, based out of Ontario, Canada is a therapeutic delivery platform that dually functions to train clinicians and deliver virtual therapy to clients.
Findings
From personalizing client and therapist matching to using natural language processing (NLP) and artificial intelligence (AI)-driven features Keel Mind supports clinician decision-making to meet the growing mental health needs of the population. Keel Mind functions to provide accessible service, efficiently train high-quality clinicians and enhance clinical outcomes for clients. In a preliminary study within post-secondary students from Ontario, Canada, 90.1% of clients reported liking the platform, and 83.4% reported that they experienced positive mental health outcomes as a result of using Keel Mind.
Practical implications
Keel Mind is a leader within the rapidly developing field of telepsychology and aims to promote positive mental health outcomes worldwide.
Originality/value
This digital showcase is the first published piece of work highlighting the technological capabilities of Keel Mind as a digital therapeutic platform. The intention of this work is to highlight current uses of digital technology within the field of therapeutic practice and to promote technological growth within the field.
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UNITED STATES: Dems look for New Hampshire boost today
Details
DOI: 10.1108/OXAN-ES250619
ISSN: 2633-304X
Keywords
Geographic
Topical
This chapter examines the potential and barriers for evidence-based practices in Californian schools. In a large and complex school system, the state plays an important role in…
Abstract
This chapter examines the potential and barriers for evidence-based practices in Californian schools. In a large and complex school system, the state plays an important role in legitimating the use of certain types of evidence, but evidence-based practices are heavily determined by the resources, actors, and prevailing cultures in a local district environment. Until recently, high-stakes accountability policies mandated improvements in student test performance and intrusive interventions for failure. In recent years, the state has shifted to a different accountability approach that emphasizes local control and the use of multiple measures of school performance to pursue continuous improvement around locally developed goals and interventions. Amid this context, two stories arise about evidence-based practices in California. In one story, a set of major and highly touted districts have led the way in demonstrating evidence-informed continuous improvement district-wide. In these districts, the new state accountability approach, enabling leadership, long-term commitments to collective learning, networked opportunities to learn, and access to elite external expertise have contributed to fairly extensive practices of disciplined team problem-solving involving rich data. In a second story, schools and districts that face resource scarcity, high turnover, and conflict and in which past high-stakes accountability left a deep imprint on prevailing norms and routines, leaders and teachers have had difficulty establishing a conducive context for collective learning. However, given ingrained practices and limited absorptive capacity, it is not entirely clear how to enable productive evidence-based practices in such contexts.