Search results

1 – 10 of 140
Per page
102050
Citations:
Loading...
Available. Open Access. Open Access
Article
Publication date: 7 August 2020

Elizabeth Mansfield, Jane Sandercock, Penny Dowedoff, Sara Martel, Michelle Marcinow, Richard Shulman, Sheryl Parks, Mary-Lynn Peters, Judith Versloot, Jason Kerr and Ian Zenlea

In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study…

2225

Abstract

Purpose

In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study reported here, the authors explored the experiences of healthcare professionals when first implementing integrated care pilot projects, bringing together physical and mental health services, in a community hospital setting.

Design/methodology/approach

Engaging a qualitative descriptive study design, semi-structured interviews were conducted with 24 healthcare professionals who discussed their experiences with implementing three integrated care pilot projects one year following project launch. The thematic analysis captured early implementation issues and was informed by an institutional logics framework.

Findings

Three themes highlight disruptions to established logics reported by healthcare professionals during the early implementation phase: (1) integrated care practices increased workload and impacted clinical workflows; (2) integrating mental and physical health services altered patient and healthcare provider relationships; and (3) the introduction of integrated care practices disrupted healthcare team relations.

Originality/value

Study findings highlight the importance of considering existing logics in healthcare settings when planning integrated care initiatives. While integrated care pilot projects can contribute to organizational, team and individual practice changes, the priorities of healthcare stakeholders, relational work required and limited project resources can create significant implementation barriers.

Details

Journal of Integrated Care, vol. 29 no. 2
Type: Research Article
ISSN: 1476-9018

Keywords

Access Restricted. View access options
Article
Publication date: 1 January 1980

ABDULHADI YOUSEF

One of the main theories which explains government intervention in the regulation of economic activities in the society is “Public Interest Theory.” This theory holds that…

243

Abstract

One of the main theories which explains government intervention in the regulation of economic activities in the society is “Public Interest Theory.” This theory holds that regulation is required by the public for the correction of inefficient or inequitable market policies.

Details

Studies in Economics and Finance, vol. 4 no. 1
Type: Research Article
ISSN: 1086-7376

Access Restricted. View access options
Article
Publication date: 1 November 2004

Rusty L. Juban and David C. Wyld

Addresses consumer perspectives of Radio Frequency Identification (RFID). States that some consumers put up barriers against new technology, while others welcome innovations…

2301

Abstract

Addresses consumer perspectives of Radio Frequency Identification (RFID). States that some consumers put up barriers against new technology, while others welcome innovations. Idengtifies that market leaders can pretty much use this technology as they wish, meaning boom time for consumer product firms and pain for privacy advocates.

Details

Management Research News, vol. 27 no. 11/12
Type: Research Article
ISSN: 0140-9174

Keywords

Access Restricted. View access options
Article
Publication date: 14 October 2009

Denise Whitehouse

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and…

1268

Abstract

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

Details

History of Education Review, vol. 38 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Access Restricted. View access options
Book part
Publication date: 16 September 2019

Richard Rymarz and Leonardo Franchi

Abstract

Details

Catholic Teacher Preparation
Type: Book
ISBN: 978-1-78756-007-9

Access Restricted. View access options
Article
Publication date: 14 September 2015

Valerie A. Storey and Brendan Richard

Over the course of three years (2010-2013), the Carnegie Project on the Education Doctorate (CPED; a Consortium of 86 colleges and schools of education) Phase I institutions were…

528

Abstract

Purpose

Over the course of three years (2010-2013), the Carnegie Project on the Education Doctorate (CPED; a Consortium of 86 colleges and schools of education) Phase I institutions were involved in the Fund for the Improvement of Secondary Education mixed-methods, multi-case study. Data were collected from Primary Investigators, and stakeholders involved in the (re) design of a professional practice doctorate in education. At the conclusion of the research study, each institution was the recipient of a Critical Friends (CFs) Response Report. The purpose of this paper is to provide insights into the effectiveness of CFs in supporting institutional change by developing a collaborative environment in Higher Education.

Design/methodology/approach

First, the role of CFs, and Critical Friend Group (CFG) protocol is described. Second, analyzed data from CF Response Reports is reviewed. Lastly, recommendations for the application of the conceptual framing of CFs within the academy are discussed.

Findings

CF Response Reports reflect application of CFG protocol All CF Response Reports contained examples of both positive and cool feedback. This outcome supports previous research (Curry, 2008; Kuh, 2006; Butler et al., 2011) which suggest the protocol structure helped the CFs to focus in order to be supportive and positive. Fewer reports (12) identified institutional and program challenges. This may be a reflection of the dichotomy between friendship and critique which may lead to tension (Swaffield, 2005). A CF may be more likely to articulate a challenge in a face to face meeting knowing that any ensuing tension can be immediately addressed as opposed to stating the issues on paper with no immediate opportunity for the recipient to respond.

Research limitations/implications

Several limitations of the data deserve attention. First, the data did not allow us to explore the relationship between CFs, actual practice, and doctoral program reform. Another limitation of the data are that it emanates from Phase I CPED institutions only. As such, these CFs may not be generally representative. The study would be strengthened if the work could be extended to include institutions from Phase II and III CPED institutions. As the authors continue to develop the understanding of critical friendship in academia the authors can apply this knowledge to support colleagues in their doctoral program reform and redesign.

Practical implications

Based on this study, it is possible to identify several recommendations that are instructive within a Higher Education context. Organizational change and specifically program (re) design is a complex process, and there is no clear certainty of success. Pragmatically, the impetus for utilizing the CF model should be intrinsic, developed by the institutions themselves. Organizational support, knowledge sharing, and communication is required to enable the CF model to be implemented with fidelity (e.g. presentations, and web site information).

Social implications

Faculty may feel vulnerable and lacking in support, but the adoption of a CF model enables them to not only see the institution from a different perspective, but also helps them bring the familiar into a new focus. External institutional support can alleviate faculty vulnerability, enhance faculty resilience to in-house challenges, and facilitate institutional collaboration.

Originality/value

This study suggests that the external advocacy of the CF can positively impact change in the academy, and innovative doctoral program design by first fostering individual resilience to encountered challenges, and second enhancing institutional learning through institutional collaboration.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Access Restricted. View access options
Book part
Publication date: 4 February 2008

Lawrence Ingvarson and John Hattie

“Certification”, in the context of this book, is an endorsement by a professional body that a member of that profession has attained a specified set of advanced performance…

Abstract

“Certification”, in the context of this book, is an endorsement by a professional body that a member of that profession has attained a specified set of advanced performance standards. Application for NBPTS advanced certification is usually voluntary and available to all members of the profession (who have had to have at least three years experience in the profession). It is based on assessment of performance; it is not an academic qualification, or a record of professional development courses attended. It is portable – it belongs to the person (it is not a job or position or classification specific to a school or employer). A professional certification system is not in itself a performance pay scheme, but it does aim to provide a service to the profession, to the public and to employing authorities seeking a credible basis on which to provide incentives for professional development and recognition to teachers who reach high standards. Most important, it acknowledges that the individual who gains this certification is demonstrably teaching at the highest levels in our profession.

Details

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

Access Restricted. View access options
Article
Publication date: 1 March 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…

300

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

Access Restricted. View access options
Book part
Publication date: 27 May 2020

Tonya Sweet, Andrea Milligan and Meegan Hall

Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish…

Abstract

Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish a first-year undergraduate Design course with an interdisciplinary approach to sustainability education. A series of video dialogues between university and community-based sustainability experts was created to enable students to access understandings and research evidence about sustainability issues and the United Nations Sustainable Development Goals, through different disciplinary lenses. The video dialogues provided students with opportunities to learn reflexively through exposure to differing visions for sustainable development, including Indigenous perspectives. In doing so, the video dialogues provide material for critical, creative, and iterative design thinking. Drawing on feedback from students enrolled in the course, this chapter offers reflections about enhancing course design through using video dialogues to support students’ critical openness to addressing sustainability concerns.

Details

Teaching and Learning Strategies for Sustainable Development
Type: Book
ISBN: 978-1-78973-639-7

Keywords

Access Restricted. View access options
Article
Publication date: 1 February 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…

411

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 2
Type: Research Article
ISSN: 0090-7324

1 – 10 of 140
Per page
102050