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Descriptors:
Intervention; Cooperation; Educational Research; Educational Practices; Research Design; Teacher Education; Researchers

Abstract:
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Student Attitudes; Teaching Methods; Interdisciplinary Approach; Cooperation; Foreign Countries; Private Schools; Structural Equation Models; College Students; Satisfaction; Goodness of Fit; Secondary School Students

Abstract:
This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Continuing Education; Research and Development; Theory Practice Relationship; Patients; Safety; Improvement; Differences; Stakeholders; Methods; Problems; Integrated Activities; Cooperation; Interdisciplinary Approach; Holistic Approach

Abstract:
Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the similarities and differences amongst the four domains in relation to their missions, stakeholders, methods, and limitations. This paper highlights the potential for a more integrated and collaborative partnership to promote networking and information sharing amongst the four domains. This potential rests on the premise that an integrated approach may result in the development and implementation of more holistic and effective interdisciplinary interventions. In conclusion, an outline of current research that is informed by the preliminary findings in this paper is also briefly discussed. The research concerns a comprehensive mapping of the relationships between the domains to gain an understanding of potential dissonances between how the domains represent themselves, their work and the work of their "partner" domains. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychologists; Educational Psychology; Professional Associations; Individual Characteristics; Time Management; Influences; Writing Processes; Cooperation; Mentors; Qualitative Research

Abstract:
This article seeks to answer the questions: Who are the most productive and influential educational psychologists? What factors characterize these educational psychologists? And, what advice might they pass along to budding scholars? To determine the top educational psychologists, we surveyed the membership of Division 15 (Educational Psychology) in the American Psychological Association. The four top scholars were Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman. To determine characterizing factors, we used qualitative research methods that uncovered the scholars' trademark characteristics, influences, time management practices, writing techniques, collaboration patterns, mentoring practices, and other intriguing aspects. Finally, we asked the top scholars what advice they might pass along to budding scholars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation; Research Libraries; Information Literacy; Interdisciplinary Approach; Feedback (Response); Research Methodology; Communication Research; Research Skills; Case Studies; Outcomes of Education; Scores; Partnerships in Education; Cooperation; Higher Education; Librarians

Abstract:
This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Principals; Grounded Theory; Catholic Schools; Catholics; Private Schools; Sustainability; Administrator Attitudes; Program Effectiveness; Semi Structured Interviews; Welfare Services; Questionnaires; Clergy; Service Learning; Cooperation; Social Values

Abstract:
This research project sought to learn how solidarity education is manifested in Chilean Catholic schools, considering the perspectives of school principals, programme directors and pastoral teams. Eleven Chilean schools were studied and the information gathering techniques applied included: a questionnaire, semi-structured individual interviews and group interviews. The grounded theory model was used to analyse the data. The results describe contexts of emerging solidarity education strategies and one perceives a variety of degrees of effort, bi-directional fields of action and traditional attitudes associated with charity. There is an overall sense of solidarity-in-transition, ranging from welfare-oriented action to promotional activities, channelled through training processes. Strengths, weaknesses, challenges and the need for outside support for the schools are highlighted in order to assure effectiveness and sustainability for the programmes. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Children; Foreign Countries; Creativity; Student Diversity; Educational Policy; Inclusion; Professional Development; Innovation; Cooperation; Educational Change

Abstract:
This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be places that enable collaborative dialogue and considers whether targets and tests lead schools to stifle creativity. It draws from the CREANOVA project funded by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA) to demonstrate the quantitative basis for the argument that flexibility stimulates creativity, and demonstrates that creativity flourishes in environments that value autonomy, openness, supportive structures and collaborative relationships. This finding enables the article to conclude that a culture shift can be achieved that stimulates creativity and innovation in childhood if organizations recognize the abilities of children to stimulate each other's creativity, support children's freedom to learn collaboratively and challenge barriers to learning such as targets and top-down performance indicators. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Teaching Methods; Educational Change; Academic Achievement; Foreign Countries; Librarians; Cooperation; Information Literacy

Abstract:
Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de-skilling nature, alongside the emergence of new, as well as changing, roles that typically function across traditional boundaries and frequently involve elements of up-skilling. The paper points to the value of the latter group of adaptations, characterising them as "direct-response" changes to new environmental conditions. In contrast, de-skilling adaptations, classed as "indirect-response" changes, are viewed as impacting negatively on key aspects of higher education. Inter-professional teaching practices are advocated as an alternative to the casualisation strategy, based on the belief that it would empower large numbers of existing groups of higher education workers to make a fuller and richer contribution to student learning and help prepare them for an uncertain future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Educational Change; Best Practices; Research and Development; STEM Education; Computer Games; Problem Solving; Critical Thinking; Cooperation; Educational Policy; Public Officials

Abstract:
Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management

Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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