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Article
Publication date: 4 September 2017

Laura A. Rhodes, Dennis M. Williams, Macary W. Marciniak and David Jay Weber

The purpose of this paper is to describe the history of pharmacist involvement as vaccine providers in the USA and discuss examples of growing interests in other parts of the…

393

Abstract

Purpose

The purpose of this paper is to describe the history of pharmacist involvement as vaccine providers in the USA and discuss examples of growing interests in other parts of the world.

Design/methodology/approach

Literature searches were performed in PubMed as well as pharmacy-related journals.

Findings

Pharmacists have been involved with the storage and management of vaccines for more than a century. Based on the unmet needs in meeting national goals for vaccination rates among adults in the USA, efforts led to training and recognizing pharmacists as vaccine providers which is now within the scope of practice for a pharmacist in all US states and territories. Pharmacists complete a comprehensive training program in vaccine sciences, regulatory considerations, as well as demonstration of skills in administering vaccines. Over 300,000 pharmacists have been trained in vaccine delivery and this represents the majority of the pharmacist workforce in the USA. There are examples of the beneficial impact of pharmacist involvement as vaccine providers in community pharmacy settings.

Research limitations/implications

This review is based on a thorough review of the literature but was not conducted in a systematic fashion.

Originality/value

This review provides a historical perspective and evidence of the benefit of pharmacists as vaccine providers.

Details

International Journal of Health Governance, vol. 22 no. 3
Type: Research Article
ISSN: 2059-4631

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Article
Publication date: 30 August 2021

Emma Mecham, Eric J. Newell, Shannon Rhodes, Laura J. Reina and Darren Parry

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah…

252

Abstract

Purpose

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

Design/methodology/approach

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

Findings

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

Research limitations/implications

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

Practical implications

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

Social implications

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Originality/value

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 15 June 2020

Nathan Justis, Breanne K. Litts, Laura Reina and Shannon Rhodes

As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in…

1299

Abstract

Purpose

As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers and staff. The purpose of this paper is to provide guidance to school leadership during this public health crisis.

Design/methodology/approach

To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors’ perspectives to present theory-informed insights.

Findings

This school’s transition to online education was guided by a shared goal to not only move content online but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year.

Practical implications

Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels.

Originality/value

New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally researched topic.

Details

Information and Learning Sciences, vol. 121 no. 5/6
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 22 March 2019

Luke Emrich-Mills, Laura Louise Hammond, Emma Rivett, Tom Rhodes, Peter Richmond and Juniper West

Including the views of service users, carers and clinical staff when prioritising health research can ensure future projects are meaningful and relevant to key stakeholders. One…

241

Abstract

Purpose

Including the views of service users, carers and clinical staff when prioritising health research can ensure future projects are meaningful and relevant to key stakeholders. One National Health Service Foundation Trust in England, UK undertook a project to identify the top 10 research priorities according to people with experience using or working in services for dementia and older adult mental health. The paper aims to discuss these issues.

Design/methodology/approach

Service users with dementia and mental health difficulties; informal carers, family and friends of service users; clinical staff working in the Trust. Participants were surveyed for research ideas. Ideas were processed into research questions and checked for evidence. Participants were then asked to prioritise their personal top 10 from a long list of research questions. A shortlist of 26 topics was discussed in a consensus workshop with a sample of participants to decide on the final top 10 research priorities.

Findings

A total of 126 participants provided 418 research ideas, leading to 86 unique and unanswered research questions. In total, 58 participants completed interim prioritisation, 11 of whom were invited to the consensus workshop involving service users, carers and clinical staff. The final top 10 priorities were dominated by topics surrounding care, psychosocial support and mental health in dementia.

Research limitations/implications

Future research from the Trust and collaborating organisations can use these results to develop relevant projects and applications for funding.

Originality/value

This project has demonstrated the possibility of including key stakeholders in older adult mental health research priority setting at the local level.

Details

Mental Health and Social Inclusion, vol. 23 no. 2
Type: Research Article
ISSN: 2042-8308

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Available. Open Access. Open Access
Article
Publication date: 10 September 2024

Mark Alan Rhodes II and Kathryn Laura Hannum

Industrial heritage works within a world of contradictions, contentions and scalar liminality. Archaeologists and historians focus upon oral histories and discourses of tangible…

280

Abstract

Purpose

Industrial heritage works within a world of contradictions, contentions and scalar liminality. Archaeologists and historians focus upon oral histories and discourses of tangible and intangible memory and heritage while planners and economists see industrial World Heritage, in particular, as a marketing ploy to redevelop deindustrialized spaces. Within this liminality, we explore the potential for geographical perspectives to solder such contradictions into transdisciplinary heritage assessments and tourism contexts. How might the spatial tools of landscape and scalar analyses expose alternative and sustainable futures within broader patterns of industrial heritage management and consumption?

Design/methodology/approach

Using three comparative cases, interview and landscape methods and conducting discourse analysis within a spatial and scalar framework, we explore the increasing presence of industrial World Heritage.

Findings

We present both an institutional reflection upon the complexities of heritage discourse across complex spatial configurations and the intersectional historical, cultural, political, environmental and economic geographies that guide and emerge out of World Heritage Designations. Framed scalarly and spatially, we highlight common interpretation, tourism and heritage management styles and concerns found across industrial World Heritage. We point out trans-scalar considerations for future municipalities and regions looking to utilize their industrial landscapes and narratives.

Originality/value

We believe that more theoretical groundings in space and scale may lead to both the flexibility and the applicability needed to assess and, in turn, manage trans-scalar and trans-spatial complex heritage sites. These perspectives may be uniquely poised to assess the complex geographies of industrial, particularly mining, World Heritage Sites.

Details

Journal of Tourism Futures, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2055-5911

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Article
Publication date: 10 April 2018

Charlotte L. Land, Laura A. Taylor, Haylee Lavender and Barbara McKinnon

This paper aims to consider how students and teachers engaged in political work in their design and enactment of critical literacy workshops in one US elementary school facing…

411

Abstract

Purpose

This paper aims to consider how students and teachers engaged in political work in their design and enactment of critical literacy workshops in one US elementary school facing pressures of accountability and standardization.

Design/methodology/approach

As a collaborative team of university researchers and classroom teachers, the authors used a qualitative, thematic approach to analyze data collected across a two-year, ethnographic case study.

Findings

Drawing on Janks’ (2012) conceptualization of p/Politics, this analysis identified three ways in which teachers approached their teaching politically: constructing flexible and broad definitions of readers and writers; blurring hierarchies between teachers, students and texts; and viewing literacy as a tool of power. In addition to elaborating on these themes, the findings illustrate how these political teaching practices supported students’ engagement with explicitly Political topics.

Originality/value

The era of Trump and “fake news” calls for people to not only start discussions about important social issues but also be able to engage in these discussions diplomatically and critically – in other words, to not only respond to the world but also to reconstruct it (Luke, 2004) and to imagine it better (Greene, 1995). This study offers a timely examination of ways to reshape reading and writing workshops in more critical ways, helping to prepare students for participation in the civic, career and personal worlds within and beyond school.

Details

English Teaching: Practice & Critique, vol. 17 no. 1
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 12 July 2019

Laura A. Taylor

By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher’s testing narrative to illustrate how emerging…

477

Abstract

Purpose

By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher’s testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency.

Design/methodology/approach

Data were generated through a series of semi-structured interviews with an early career fourth-grade teacher, Ms Moore, in a school facing pressure to raise test scores. Using theoretical lenses of narrative positioning and a linguistic anthropological centering of constraint and emergence, 67 narratives of accountability were analyzed, with particular focus on how Ms Moore positioned herself relative to other actors involved in high-stakes testing and the consequent rights and duties these positions afforded.

Findings

In narrating the constraints of high-stakes testing, Ms Moore positioned herself relative to three groups involved in high-stakes testing: “purposefully tricky” test creators, “disjointed” administrators and “worried” students. The rights and duties associated with three positions varied with respect to two dimensions – proximity and hierarchy – in turn providing her distinct resources for responding to the pedagogical constraints of high-stakes testing.

Practical implications

Teachers might use positioning analysis as a tool to locate possibilities for agency amidst high-stakes testing, both by exploring the resources afforded by their positioning and by considering how alternative positions might afford different resources.

Originality/value

These findings suggest that high-stakes testing serves as a dynamic and perhaps malleable constraint to teacher agency. Teacher positioning, particularly relative to hierarchy and proximity, provides possible resource for responding to such constraints.

Details

English Teaching: Practice & Critique, vol. 18 no. 2
Type: Research Article
ISSN: 1175-8708

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Book part
Publication date: 15 January 2021

Thespina J. Yamanis, Ana María del Río-González, Laura Rapoport, Christopher Norton, Cristiana Little, Suyanna Linhales Barker and India J. Ornelas

Purpose: Fear of deportation and its relationship to healthcare access has been less studied among immigrant Latinx men who have sex with men (MSM), a population at risk for HIV…

Abstract

Purpose: Fear of deportation and its relationship to healthcare access has been less studied among immigrant Latinx men who have sex with men (MSM), a population at risk for HIV and characterized by their multiple minority statuses. The first step is to accurately measure their fear of deportation.

Approach: We used an exploratory sequential mixed methods design. Eligibility criteria were that research participants be ages 18–34 years; Latinx; cisgender male; having had sex with another male; residing in the District of Columbia metro area; and not a US citizen or legal permanent resident. In Study 1, we used in-depth interviews and thematic analysis. Using participants' interview responses, we inductively generated 15 items for a fear of deportation scale. In Study 2, we used survey data to assess the scale's psychometric properties. We conducted independent samples t-test on the associations between scale scores and barriers to healthcare access.

Findings: For the 20 participants in Study 1, fear of deportation resulted in chronic anxiety. Participants managed their fear through vigilance, and behaviors restricting their movement and social network engagement. In Study 2, we used data from 86 mostly undocumented participants. The scale was internally consistent (α = 0.89) and had a single factor. Those with higher fear of deportation scores were significantly more likely to report avoiding healthcare because they were worried about their immigration status (p = 0.007).

Originality: We described how fear of deportation limits healthcare access for immigrant Latinx MSM.

Research implications: Future research should examine fear of deportation and HIV risk among immigrant Latinx MSM.

Details

Sexual and Gender Minority Health
Type: Book
ISBN: 978-1-83867-147-1

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Article
Publication date: 3 August 2011

Sue Saltmarsh, Wendy Sutherland‐Smith and Holly Randell‐Moon

This article presents our experiences of conducting research interviews with Australian academics, in order to reflect on the politics of researcher and participant positionality…

339

Abstract

This article presents our experiences of conducting research interviews with Australian academics, in order to reflect on the politics of researcher and participant positionality. In particular, we are interested in the ways that academic networks, hierarchies and cultures, together with mobility in the higher education sector, contribute to a complex discursive terrain in which researchers and participants alike must maintain vigilance about where they ‘put their feet’ in research interviews. We consider the implications for higher education research, arguing that the positionality of researchers and participants pervades and exceeds these specialised research situations.

Details

Qualitative Research Journal, vol. 11 no. 2
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 3 April 2017

Charles B. Owen, Laura Dillon, Alison Dobbins, Matthew Rhodes, Madeline Levinson and Noah Keppers

The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University…

2874

Abstract

Purpose

The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science.

Design/methodology/approach

Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology.

Findings

The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares.

Social implications

This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs.

Originality/value

This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.

Details

International Journal of Pervasive Computing and Communications, vol. 13 no. 1
Type: Research Article
ISSN: 1742-7371

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