Your search found 3627 results.

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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Social Justice; Multicultural Education; Counselor Training; Ethnography; Student Attitudes; Holistic Approach; Graduate Students; Individual Development; Case Studies

Abstract:
Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N = 48) reporting an increased understanding and appreciation of clients' life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling. (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:
Instructional Design; Work Environment; Corporations; Self Concept; Consultants; Problem Solving; Novices; Expertise; Differences; Decision Making; Locus of Control; Theory Practice Relationship; Time Management; Stress Management; Organizational Culture; Interpersonal Competence; Ambiguity (Context); Holistic Approach

Abstract:
This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem-solving activities, in-depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem-solving activities. (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:
Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) 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:
Workplace Learning; Vocational Education; Education Work Relationship; Communities of Practice; Expertise; Competence; Literature Reviews; Holistic Approach; Models; Educational Research; Organizational Development; Work Environment; Teaching Methods; College Instruction; Learning Processes; Educational Trends

Abstract:
The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model--the 3-P model of workplace learning--is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education-work contexts in vocational education and training as well as in higher education, (5) research on communities of practice, and (6) research on organisational learning. The research lines and the holistic 3-P model should be seen as analytic tools for understanding the diversity in workplace learning research. They may also serve as a kind of map for individual researchers, helping them to locate their main areas of interest in this broad field of research and to outline research designs for future studies. 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:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. 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; Gender Issues; Sexual Orientation; Identification (Psychology); Mathematics Instruction; Thinking Skills; Middle School Students; Social Bias; Teaching Methods; Holistic Approach

Abstract:
Supporting transgender and gender-nonconforming youth in schools involves changes at all levels of education. Gender-complex education, or education that takes into consideration the existence and experiences of transgender and gender-nonconforming people, should be a basic and pervasive part of curricula and should be seen as critical for students of all gender identities and presentations; it must be infused within every content area, including mathematics. This article synthesizes perspectives on gender-complex education, teaching mathematics for social justice, and research on students' development of proportional reasoning and statistical concepts, and then proposes a mathematics project for middle schoolers to facilitate their agency in challenging transphobia and gender oppression in their schools. 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:
Program Effectiveness; Performance Based Assessment; Organizational Change; Leadership; Models; Program Implementation; Power Structure; Participative Decision Making; Holistic Approach

Abstract:
This article explores leadership practice and change as evidenced in multiple data sources gathered during a self-study implementation of a teaching performance assessment. It offers promising models of distributed leadership and organizational change that can inform future program implementers and the field in general. Our experiences suggest that the role of program leaders was to manage key disturbances to the system, to organize activities that emerged from faculty inquiry, to support distributed leadership alignments, and to facilitate private work into the public space. Our data also suggest that distributed leadership among all program faculty was an important element in developing an inquiry versus compliance orientation to implementation. (Contains 1 table, 5 figures and 3 footnotes.) 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:
Colleges; College Faculty; Citizen Participation; Institutional Mission; School Community Relationship; Ethnography; Autobiographies; Urban Schools; Physical Education; After School Programs; Scholarship; Rewards; Tenure; Doctoral Programs; Professional Identity; Theory Practice Relationship; Holistic Approach

Abstract:
Community engagement is central to the public and civic mission of a growing number of colleges and universities, and numerous faculty members are applying their expertise to issues of importance to local communities and the larger society. However, there have been few first-hand descriptions of the career paths of faculty who engage in community-engaged scholarship. Faced with the current traditional typology of faculty work--teaching, research, and service--junior faculty in particular are often advised to postpone their community engagement work until after they secure their foundation in research and teaching. The author is a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, he reflects on the motivations, influences, and experiences that have informed his intentional efforts to integrate teaching, research, and service into his professional identity as a community-engaged scholar. His story is an invitation for present and future scholars to view their work through an engaged lens: specifically to think imaginatively about how engaging in pressing social issues and developing respectful and productive relationships with individuals and organizations at the local community level might improve and advance their scholarship. The author's reflections contribute to the theory and practice of community-engaged scholarship by addressing the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher 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:
Educational Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (959K)