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Article
Publication date: 16 June 2014

Janice Caine

The purpose of this paper is to reflect upon the method of using a participatory action research (PAR) approach and offer some insight into the processes of integrated working…

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Abstract

Purpose

The purpose of this paper is to reflect upon the method of using a participatory action research (PAR) approach and offer some insight into the processes of integrated working with service users and carers. The Public Bodies (Joint Working) (Scotland) Bill, 2013 (The Scottish Government, 2013) is focused on integrated and partnership working within the systems of health and social care. The author begins with a person-centred approach and explore the value of placing service user engagement for successful integrated practice. Through these reflections on PAR, the author offers some new lessons about what integration means to practitioners at the front line of service delivery.

Design/methodology/approach

This paper offers insights from a practitioner-research project which the author conducted within the author ' s own practice. It is a reflection on the process of using PAR with five people with dementia and their carers in a research project on the use of music to increase wellbeing for both the person with dementia and their carer. PAR helps to gain service user views but supports service users and providers to work in an integrated way.

Findings

This paper offers insights from a practitioner-research project which the author conducted within the author ' s own practice. It is a reflection on the process of using PAR with five people with dementia and their carers in a research project on the use of music to increase wellbeing for both the person with dementia and their carer. PAR helps to gain service user views but supports service users and providers to work in an integrated way.

Originality/value

A person-centred approach to service user participation in the research process has valuable insights for the integration of service users in the design and delivery of health and social care. The insights offered here highlight the complex processes which make-up effective engagement with service users and carers. It offers concrete details on the challenges which practitioners may face when they work to integrate service users and carers into the planning process. It also highlights the benefits of shared problem-solving and control. Practitioners already play an invaluable role in providing integrated care. This paper serves a reminder of much of what we already know and do. It also asks us to reconsider the focus of integration as a person-centred process.

Details

Journal of Integrated Care, vol. 22 no. 3
Type: Research Article
ISSN: 1476-9018

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Book part
Publication date: 21 November 2015

Sean Lessard, Lee Schaefer, Janice Huber, M. Shaun Murphy and D. Jean Clandinin

Through autobiographical narrative inquiry into the experiences of five teacher educators, we illustrate an alternative way of educating teacher educators. We show how learning to…

Abstract

Through autobiographical narrative inquiry into the experiences of five teacher educators, we illustrate an alternative way of educating teacher educators. We show how learning to be, and become, a teacher educator occurs within a particular knowledge landscape at the Centre for Research for Teacher Education and Development (CRTED) at the University of Alberta. Drawing on a conceptualization of both personal and professional knowledge landscapes (Clandinin, Schaefer, & Downey, 2014), we highlight 13 features of the CRTED knowledge landscape that were particularly salient in the shaping of two of the authors’ practices as beginning teacher educators. The CRTED knowledge landscape differs from dominant university professional knowledge landscapes and is a kind of counterstory (Lindemann Nelson, 1995) that shapes the knowledge of teacher educators in distinct ways, that is, ways that call them to attend to lives, to stay open to diverse ways of knowing and being, and to the importance of response. Through learning to be and become a teacher educator within the CRTED knowledge landscape, we show how, within this landscape, teacher educators learn to shape different knowledge landscapes with teacher education students, through enabling them to learn to attend to personal knowledge landscapes, within teacher education and future classroom spaces, knowledge landscapes in which living, telling, retelling, and reliving stories of experience with one another is education.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

The children returned and Ms. Lee had them go to their desks. There was so much excitement in the air … . Ms. Lee has rearranged the desks again and I like how there are such…

Abstract

The children returned and Ms. Lee had them go to their desks. There was so much excitement in the air … . Ms. Lee has rearranged the desks again and I like how there are such frequent shifts in seating. Ms. Lee spoke of their photographs and their collages. She then said I would give the guiding question for their work on the citizenship education project today in their small sustained response groups. I fumbled badly and said something about who they are and how they belong. Ms. Lee wrote it on the board. As Ms. Lee continued to speak, I went and changed the words to “Who I am and how I belong.” Ms. Lee spoke to the children of how they were going to start putting their photos on their poster boards and to think about how their photographs were representations of who they were and where they belonged. No glue or scissors at this point. She also showed them the paper where she wanted them to write about their photographs.The children got their individual pieces of bristol board for their collages and Ms. Lee said they might want to choose a spot on the floor as they did this work. They were intent and focused on their own photographs but were also sharing with their neighbours. At one point, I commented to Ms. Lee, Simmee, and Jennifer about how impressed I was with their intentness. I spent some time with Logan who had some magnificent photographs … he has an eye for the aesthetic. I pointed out to him how much I liked the photographs. I also spent some time with Taylor who had three photographs of clothes: one Chinese outfit, one Korean outfit, and a long white dress that she said she did not know what it was. I asked if it was a christening dress and she said she thought so, that her mom had taken the photograph. She also had a close up of a Canadian flag. I spent some time with Sophie who had rejected some of her photographs as not interesting. When I pointed out what I saw as interesting things in her photographs, she started to see them more positively. I asked a few children what they planned to put in the centre of their collages. I realized, even as I asked that question, that I was privileging the centre photograph. Liam had his dad's photo clearly in the centre. He was busily writing words. He said he wasn't sure what to write about his dad but then wrote something about family being important. (Field notes, April 2, 2007)

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 10 August 2023

Patsy Steinhauer, Trudy Cardinal, Muna Saleh, Stavros Stavrou, Lynne Driedger-Enns, Shaun Murphy and Janice Huber

Our contribution to ISATT's 40th Anniversary Yearbook focusing on Studying Teaching and Teacher Education grows out of our experiences across time in diverse Lands/Place…

Abstract

Our contribution to ISATT's 40th Anniversary Yearbook focusing on Studying Teaching and Teacher Education grows out of our experiences across time in diverse Lands/Place, situations, and relationships. The knowledge we center have grown through relationships and experiences of great violence and harm alongside experiences and relationships where we have experienced abiding commitments to wholeness and healing. Our individual and collective attentiveness to the spiritual dimensions in the stories we live, tell, retell, and relive about striving to live in good ways, in ethically relational ways, has connected us over time. Living alongside and thinking with one another has shaped our movements beyond the colonial and human-centric understandings of stories of/as experience and thinking with stories that often dominate in (research for) teacher education and development. Attending the spiritual dimensions of stories of experience expands the educative potential of thinking with stories. As humans who are composing lives as educators on Indigenous lands where the colonial project continues to be genocidal for Indigenous peoples and Lands/Place, attentiveness to the spiritual dimensions of experience feels imperative if the next generations of children and youth in schools, and adults in teacher education and development, are to experience these places as educative and non-violent, and as opening potential to interrupt the pervasive colonial narratives that continue to dominate.

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Book part
Publication date: 14 November 2012

Abstract

Details

Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry
Type: Book
ISBN: 978-1-78190-235-6

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Book part
Publication date: 26 April 2011

Abstract

Details

Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 16 December 2009

David R. McCone and Wilbur J. Scott

Since women were first admitted to the United States Air Force Academy (USAFA) in 1976, gender integration has been an important issue. This chapter reviews the works of two…

Abstract

Since women were first admitted to the United States Air Force Academy (USAFA) in 1976, gender integration has been an important issue. This chapter reviews the works of two social scientists that researched and documented the gender integration efforts of that time. It then summarizes more recent gender climate data, presents data from our study of correlates of cadet perceptions of females at USAFA, and discusses implications of these findings for gender climate and leadership development programs. In the early years of gender integration, male cadets had more traditional attitudes toward women in society than civilian males or female cadets; views that changed little by the time of graduation. Also, they often were vocally opposed to the integration of women at the Academy and in the military and viewed female cadets and officers as less capable leaders. In contrast, the females in the first cohort were less traditional in their attitudes and backgrounds and were very positively supportive of women in nontraditional roles. Nevertheless, they were “feminine” in their gender identities and, unexpectedly, became “more feminine” over the course of their Academy experience.

Despite vast improvements in the past 30 years or so, some gender integration issues remain; there continue to be gender-related jokes and comments, and a small but substantial portion of men do not believe that women belong at the Academy.

In the present study, we looked at what variables predicted men's and women's agreement with the statements: “female cadets can hack it (succeed) here” and “I have no trouble taking orders from a female officer.” We also looked at how cadets rated leadership scenarios featuring either male or female officers.

The findings revealed that different variables predict men's and women's attitudes toward females at USAFA.

Results are discussed in terms of continuing efforts to improve the gender climate at USAFA as well as to enhance leadership development programs.

Details

Advances in Military Sociology: Essays in Honor of Charles C. Moskos
Type: Book
ISBN: 978-1-84855-893-9

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