Joyce Weil, Gwyneth Milbrath, Teresa Sharp, Jeanette McNeill, Elizabeth Gilbert, Kathleen Dunemn, Marcia Patterson and Audrey Snyder
Integrated transitions of care for rural older persons are key issues in policy and practice. Interdisciplinary partnerships are suggested as ways to improve rural-care…
Abstract
Purpose
Integrated transitions of care for rural older persons are key issues in policy and practice. Interdisciplinary partnerships are suggested as ways to improve rural-care transitions by blending complementary skills of disciplines to increase care’s holistic nature. Yet, only multidisciplinary efforts are frequently used in practice and often lack synergy and collaboration. The purpose of this paper is to present a case of a partnership model using nursing, gerontology and public health integration to support rural-residing elders as a part of building an Adult-Gerontology Acute Care Nurse Practitioner program.
Design/methodology/approach
This paper uses the Centre for Ageing Research and Development in Ireland/O’Sullivan framework to examine the creation of an interdisciplinary team. Two examples of interdisciplinary work are discussed. They are the creation of an interdisciplinary public health course and its team-based on-campus live simulations with a panel and site visit.
Findings
With team-building successes and challenges, outcomes show the need for knowledge exchange among practitioners to enhance population-centered and person-centered care to improve health care services to older persons in rural areas.
Practical implications
There is a need to educate providers about the importance of developing interdisciplinary partnerships. Educational programming illustrates ways to move team building through the interdisciplinary continuum. Dependent upon the needs of the community, other similarly integrated partnership models can be developed.
Originality/value
Transitions of care work for older people tends to be multi- or cross-disciplinary. A model for interdisciplinary training of gerontological practitioners in rural and frontier settings broadens the scope of care and improves the health of the rural older persons served.
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Joyce Weil and Elizabeth Smith
Traditional definitions of aging in place often define aging in place specifically as the ability to remain in one’s own home or community setting in later life. The purpose of…
Abstract
Purpose
Traditional definitions of aging in place often define aging in place specifically as the ability to remain in one’s own home or community setting in later life. The purpose of this paper is to reframe aging in place and show how narrowly defined aging in place models can be potentially negative constructs that limit options for older adults. The authors propose a paradigm shift, or a re-framing of, the popularized idea of aging in place. The authors challenge mainstream and literature-based beliefs that are deeply rooted to the idea that aging in place ideally happens in the home in which a person has lived for many years.
Design/methodology/approach
The paper reviews common concepts and constructs associated with aging in place as well as gaps or exclusions, and US-based aging in place policy initiatives favoring the aging in place model.
Findings
An expanded definition of aging in place embraces heterogeneity in residence types and living options. A realistic assessment of person-environment fit, matching an older person’s capabilities to his or her environmental demands, allows for the development of additional aging in place options for those living across the continuum of care.
Social implications
Aging in place should be moved from the personal “success” or “failure” of an older individual to include the role of society and societal views and policies in facilitating or hindering aging in place options. The authors demonstrate that these options, in facilities within the continuum of care, can be thought of as appealing for older persons of all levels of physical and cognitive functioning.
Originality/value
Research about aging in place tends to stress the value of one place (one’s home) over other living settings. This limits the ability of people to age in place and curtails discussion of all the items necessary to maintain place.
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Although thematic analysis is a commonly used technique, this paper aims to explore the potential advantages (and drawbacks) of both thematic analysis and a dialogic approach to…
Abstract
Purpose
Although thematic analysis is a commonly used technique, this paper aims to explore the potential advantages (and drawbacks) of both thematic analysis and a dialogic approach to qualitative data analysis.
Design/methodology/approach
Initially, the epistemology and application of each design, thematic analysis and dialogic analysis are compared. Then, examples of coding segments of narrative data from 85 open-ended interviews with older adults exploring the meaning of place and place-attachment are presented through both thematic and dialogic analyses.
Findings
The conclusion offers suggestions about how dialogic analysis can add additional context and more participant inclusion and agency to thematic analysis.
Originality/value
The blending of these two qualitative analysis approaches offers better emphasis on fully presenting older individuals’ narratives.
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Enakshi Sengupta and Patrick Blessinger
The strictest definition of teaching and learning is no longer what it used to be with innovation becoming an important component of classroom teaching. The fact that classroom…
Abstract
The strictest definition of teaching and learning is no longer what it used to be with innovation becoming an important component of classroom teaching. The fact that classroom teaching has moved beyond the walls and to the homes of students confined to hand-held device or their computer is in itself a rare feat that academics couldn’t imagine even a few years ago. Innovation in teaching and learning is bringing qualitative change in higher education along with quantitative expansion. Changes are essential part of teaching and learning as it helps in improving the quality and equity in creating learning opportunities for students. Teaching and learning have been undergoing rapid changes and is never considered to be a change averse sector; however, in certain parts of the world, the acceptance toward change has been very slow and they are lagging behind in adopting technology, improving efficiency, and productivity and the quality standard of education.
The book volume highlights some interesting interventions practiced around the world by higher education instructors who were forced to make necessary changes in the conversion from face-to-face instruction to the use of online and virtual platforms owing to COVID pandemic. Instructors took help of modern technology and used virtual exchange platform to create meaningful classroom discussions and lively interactions between learners and faculty. Quality assurance was a priority with regular monitoring of students’ interaction, performance, and involvement in a class. Changes in a conventional way of teaching are the need of the hour and technology is expected to bring some radical improvement in this field.
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Asif R. Khan and N. Lakshmi Thilagam
The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence…
Abstract
Purpose
The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.
Design/methodology/approach
A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.
Findings
A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.
Research limitations/implications
The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.
Originality/value
The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.
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Shelleyann Scott and Donald E. Scott
Drawing upon findings from the International Study of Principal Preparation and scholarly literature this chapter presents an analysis of predominant principal preparation…
Abstract
Drawing upon findings from the International Study of Principal Preparation and scholarly literature this chapter presents an analysis of predominant principal preparation experiences. Formal, informal, and experiential leadership development opportunities are identified and discussed in relation to their advantages and disadvantages in preparing novice and aspiring school leaders to take up their exacting roles in 21st century schooling environments. We conclude by advocating for a range of preparation experiences that are continued throughout leaders' careers and for authorities to consider measuring the effectiveness of these programs to ensure maximum impact for the expense expended.
Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is…
Abstract
Purpose
Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment.
Design/methodology/approach
Currently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings.
Findings
There are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face‐to‐face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities.
Practical implications
The paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous – just as much as to a homogeneous – student population.
Originality/value
Online learning is spreading in numbers as well as globally. This paper hopes to avoid “colonization” of online learning but to support cultural affirmation within the online learning environment.
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CAROLYN J. WOOD and PAUL A. POHLAND
Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis…
Abstract
Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis of teacher evaluation practices in the U.S.A. from three points in time. The overall findings suggest a disparity between the philosophy of teacher evaluation as a mechanism for improving teaching and the practice of teacher evaluation as a tool for administrative decision making, a disparity heavily weighted in favour of the latter. The authors provide evidence that this disparity is historically rooted and likely to endure.