Kathy Richardson and Sally Moran
Presents a review of the patient information literature used in theTaunton and Somerset NHS Trust. Describes the changes made to thisliterature in an attempt to improve the…
Abstract
Presents a review of the patient information literature used in the Taunton and Somerset NHS Trust. Describes the changes made to this literature in an attempt to improve the patient experience of the health care delivery. Highlights that appropriate, timely and effective communication with patients can improve the effectiveness of care and the efficiency with which it is delivered.
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Coby V. Meyers and Bryan A. VanGronigen
Limited research on root cause analysis exists in educational leadership. Accurately diagnosing and detailing root causes—the why—of organizational failure, as is relatively…
Abstract
Purpose
Limited research on root cause analysis exists in educational leadership. Accurately diagnosing and detailing root causes—the why—of organizational failure, as is relatively common in other fields, could improve principals' ability to devise situationally- and contextually-responsive solutions in their improvement plans. In this study, the authors analyze school improvement plans to provide insight into how principals use root cause analysis to identify their and their school's failures as a way to respond strategically with goals and action steps.
Design/methodology/approach
In this exploratory qualitative study, the authors develop coding schemes and leverage an existing rubric of school improvement plan quality to assess what principals identify as root causes for 216 priorities across 111 school improvement plans.
Findings
The overall quality of root causes submitted by principals was low, typically between “beginning” and “developing” stages. The majority of root causes aligned with priorities and desired outcomes, but fewer than one-third had a systems focus. Moreover, less than half of root causes suggested that school leaders played a part in the organizational failures. The vast majority of plans instead identified teachers as the root cause, foundational fault or “why” of the problem.
Originality/value
An increased understanding of root cause analysis conceptualization and development seems necessary if improvement planning is to be a strategic response to a school's most serious organizational challenges. The predominant approach to school improvement planning has focused almost exclusively on how to succeed or become better with little investment in identifying root causes of organizational decline or failure. This initial study of root cause quality in school improvement planning is a key first step in critically thinking about how improvement is to be achieved when failure is unconceived.
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This chapter celebrates just some of Norman Denzin's many research contributions, outlets and gatherings, and encouragement and support of individuals over the course of his…
Abstract
This chapter celebrates just some of Norman Denzin's many research contributions, outlets and gatherings, and encouragement and support of individuals over the course of his career. I suggest that these contributions can be described as a sustained effort to make and foster a capacious – expansive – inquiry.
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Using a life story approach, I explore Kathy Charmaz's research journey marked by her profound motivation to utilize the humanizing potential of human sciences research as she…
Abstract
Using a life story approach, I explore Kathy Charmaz's research journey marked by her profound motivation to utilize the humanizing potential of human sciences research as she developed the constructivist version of grounded theory (CGT). The experiential and social divides that she observed since her own childhood between the ill person and medical professionals or other stakeholders remained etched in her consciousness. They generated a silently but firmly held moral responsibility toward creating humanizing spaces for the voices of ill persons as well as for people marginalized by social injustice or inequity. The ontological shift Charmaz introduced in CGT enabled recovering the heretofore silenced voices of participants from the clutches of a claimed “objective truth” in the research findings of positivist research.
In her subsequent works, Charmaz also advocated and illustrated the need to use critical reflexivity to more meaningfully understand the hierarchies within and between social worlds as well as how researcher-participant relationships often shape participants' experiences. In doing so, she also demystified the colonialist nature of qualitative research methodologies, including grounded theory (GT) approaches. In such practices, implicitly individualist ideology is used to legitimate neoliberal globalization to help sustain the geopolitical economic power of a few countries over the rest of the world.
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Cecilia Silva, Molly Weinburgh and Kathy Horak Smith
In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the…
Abstract
In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.
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The primary school in any rural village is a significant and vivid institution. Its classrooms, playground, buses, staffroom, governing body, PTA committee, religious…
Abstract
The primary school in any rural village is a significant and vivid institution. Its classrooms, playground, buses, staffroom, governing body, PTA committee, religious celebrations, educational visits and community events are a focus not just for village pride but for parental and social aspirations and tensions. Village schools are special local spaces, in which the bite is keenly felt of national education policies. They are sources and sites of friendships, rivalries and divisions amongst both children and adults; places where celebrations and disappointments occur on a daily basis; an important local employer and reliant on a range of committed volunteers. Village schools are genuinely lively and dramatic places.
But not in The Archers. The mostly invisible children of Ambridge simply board a bus to Loxley Barrett aged five, then mysteriously alight aged 11 at Borchester Green or the fee-paying Cathedral School. During those primary years Ambridge’s children, parents and listeners seem blissfully unaffected by tests, snow, bullying, crazes, curriculum change, poor teachers, brilliant teaching assistants, academisation, Ofsted inspections, fussy governors, budget crises or any other rural educational reality.
In this chapter we consider why primary education, a topic that dominates the lives and conversations of real village families from all backgrounds, seems to be of such insignificance to the inhabitants of Ambridge?
Purpose – This chapter discusses the belonging of second-generation Finnish Somalis based on a participatory performative research project conducted in Helsinki with young…
Abstract
Purpose – This chapter discusses the belonging of second-generation Finnish Somalis based on a participatory performative research project conducted in Helsinki with young second-generation immigrants.
Methodology/approach – The project involved organizing workshops with teams of art and media professionals and, together with the co-researching participants, staging productions, such as photo and video exhibitions and producing books and documentaries; these artworks, in turn, formed an important part of the research reporting. In these productions, the search for multiple homes and belonging formed a narrative that was expressed in both the audio-visual materials and the written stories.
Findings – The performative approaches and audio-visual methods employed in the study assisted the participants in dealing with questions of belonging and othering by emphasizing the strength and multifacetedness offered by outsider positions. In the ‘potential spaces’ created in the project setting, memories and experiences could be expressed in symbolic form, discussed and rearticulated. This, in turn, made possible the negotiation of a form of cultural citizenship that combined different homes, nations and senses of belonging.
Social implications – By claiming a cultural citizenship in their productions, the young participants were able to create multiple narrations for themselves and Finnishness, which also supported their resilience. By creating works of art with the young people, we other participants were able to observe our own participation and research from a critical perspective.
Originality/value of the chapter – The chapter demonstrates how varied perspectives and different epistemological understandings can be recognized and shared with an audience in a performative research setting.
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Irina Anderson and Helena Bissell
This study seeks to examine whether blame and fault assigned to victims and perpetrators in a hypothetical sexual violence case are distinct conceptually, and whether they are…
Abstract
Purpose
This study seeks to examine whether blame and fault assigned to victims and perpetrators in a hypothetical sexual violence case are distinct conceptually, and whether they are affected by gender of participant, perpetrator and victim.
Design/methodology/approach
Participants read an incident of either female or male rape, perpetrated by either a female or a male, and assigned attributions of blame and fault to both victims and perpetrators. Participants also completed Burt's Rape Myth Acceptance Scale.
Findings
Findings showed that none of the independent variables had any effect on victim attributions of blame and fault, only affecting blame and fault assigned to perpetrators. Perpetrators of male victim rape were assigned more blame than perpetrators of female victim rape. In terms of fault: male participants reduced the amount of fault that they attributed to female perpetrators relative to male perpetrators; and female participants increased the amount of fault that they attributed to female perpetrators relative to male perpetrators. In addition, greater endorsement of traditional sex‐role attitudes and rape myths was associated with higher rape victim blame.
Originality/value
Findings are discussed in relation to social norms, social categorisation theory and differential focus of specific rape victim vs rape victims in general.
In public health and sustainable transport campaigns, walking is positioned as an important way families can become more active, fit and spend quality time together. However, few…
Abstract
In public health and sustainable transport campaigns, walking is positioned as an important way families can become more active, fit and spend quality time together. However, few studies specifically examine how family members move together on-foot and how this is constitutive of individual and collective familial identities. Combining the notion of a feminist ethics of care with assemblage thinking, the chapter offers the notion of the familial walking assemblage as a way to consider the careful doing of motherhood, childhood and family on-foot. Looking at the walking experiences of mothers and children living in the regional city of Wollongong, Australia, the chapter explores how the provisioning and enactment of care is deeply embedded in the becoming of family on-the-move. The chapter considers interrelated moments of care – becoming prepared, together, watchful, playful, ‘grown up’ and frustrated – where mothers and children make sense of and enact their familial subjectivities. It is through these moments that the family as a performative becoming, that is always in motion, becomes visible. The chapter aims to provide further insights into the embodied experience of walking for families in order to better inform campaigns which encourage walking.