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Descriptors:
Foreign Countries; International Cooperation; Research; Stakeholders; Health Sciences; Networks; Administrative Organization; Peace; Integrity; Collegiality; Sustainability; Conflict

Abstract:
Cross-border academic collaborations in conflict zones are vulnerable to escalated turbulence, liability concerns and flagging support. Multi-level stakeholder engagement at home and abroad is essential for securing the political and financial sustainability of such collaborations. This study examines the multilayered stakeholder arrangements within an international academic health science network contributing to peace-building in the Middle East. While organizational forms in this collaboration change to reflect the structural, epistemic and political expectations of various support groups operating locally and globally, the legitimacy of the international research and its contribution to the peace-building process last as long as institutional norms of academic enterprise--integrity, impartiality and collegiality--are sustained. This paper analyzes the reconciliatory strategies used by the collaborating health scientists to mitigate organizational turbulence, reduce resource asymmetries and continually build and rebuild bridges across stakeholder communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Professional Development; Teacher Collaboration; Team Teaching; Educational Improvement; Student Improvement; Teacher Improvement; Teaching Experience; College Faculty; Group Dynamics; Group Experience; Educational Practices; Collegiality; Instructional Improvement; Instructional Effectiveness

Abstract:
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. 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:
Guidelines; Psychology; Hospitals; Delivery Systems; Psychologists; Responsibility; Counselor Role; National Standards; Best Practices; Ethnic Diversity; Minimum Competencies; Interdisciplinary Approach; Collegiality; Professional Identity; Health Services

Abstract:
Psychologists practice in an increasingly diverse range of health care delivery systems. The following guidelines are intended to assist psychologists, other health care providers, administrators in health care delivery systems, and the public to conceptualize the roles and responsibilities of psychologists in these diverse contexts. These guidelines revise and build upon earlier guidelines regarding hospital privileges, credentialing, and bylaws specific to hospital settings. Renamed "Guidelines for Psychological Practice in Health Care Delivery Systems," they were developed by the Committee on Professional Practice and Standards (COPPS). (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Athletics; Physical Activities; Friendship; Innovation; Ethnography; Cooperation; Creativity; Group Dynamics; Commercialization; Social Theories; Social Influences; Improvement; Communities of Practice; Professional Development; Collegiality; Social Environment

Abstract:
Farrell's (2001) theory of collaborative circles provides a useful frame for analyzing the interpersonal dynamics that enable creative collaboration in small groups, but it leaves contextual factors of collaboration undertheorized. Using ethnographic data on freestyle BMXers in Greenville, North Carolina, this article demonstrates how resource mobilization theory's conception of resources can specify the enabling and constraining aspects of a circle's environment in a theoretically satisfying way. Specifically, I find that the enabling interpersonal dynamics found by Farrell rely on distinct arrangements of material, moral, and what I term locational resources. During the formation stage, a welcoming skatepark and moral support from the local community afforded the group the space and time it needed to unite, articulate a common vision, and produce dramatic innovations in their sport. During the separation stage, increased resources from the commercialization of freestyle BMX influenced both the separation of the circle and the production of the scene that followed. (Contains 3 figures and 9 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:
Occupational Information; Collegiality; College Environment; Interdisciplinary Approach; Work Environment; Vignettes; Environmental Education; College Faculty; Employment Interviews; Job Applicants; Job Application; Faculty College Relationship; Values

Abstract:
This paper sets up a scenario about Rebecca, a jobseeker, who is a fictitious composite, a "typical" candidate who wants a position at a college/university. A job description is provided. She interviews for the advertised position, and while doing so, she also interviews the university, school/department, and working environment to see if there is a match with her goals. She goes about her own interviewing using observational, interactive, and analytic approaches, which are described. Rebecca had to clarify her goals in terms of interdisciplinarity, collegiality, and the kind of community that she ideally wants. She found shortfalls between what was advertised and the actual program and also the setting in which she ideally would like to work. This is problematic for her, but she is pragmatic and knows she needs a job. The scenario ends with Rebecca exploring her options. This paper will be of interest to anyone seeking an environmental job in academia. 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; College Faculty; Foreign Nationals; Science Departments; Teamwork; Cultural Pluralism; Diversity (Faculty); Language Role; Job Satisfaction; Group Membership; Attitude Change; Collegiality; Research; Productivity; Linguistics; Differences; Educational Change; Change Strategies; English (Second Language)

Abstract:
Joint work among academic staff is important for solving the ever-increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic staff members in science departments of three universities. Results show positive associations between academic staff involvement and all openness-to-diversity variables (openness to informational, linguistic, value and visible diversity). Shared language had a positive effect on openness to surface level types of diversity (linguistic and visible) but no effect on openness to deep-level types of diversity (informational and value). (Contains 3 tables and 2 figures.) 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:
Accountability; Caring; Educational Change; Collegiality; Work Environment; Educational Policy; Educational Testing; Teacher Student Relationship; Interprofessional Relationship; Policy Analysis; Educational Practices; Teaching Methods; Elementary Secondary Education; Educational Research; Literature Reviews; Research Reports

Abstract:
This article reviews research on changes in teachers' workplace relations in a policy context that increasingly emphasizes accountability. The findings indicate that a greater focus on testing and student performance often leads to less attention to the caring and relational aspects of teachers' work. Prevailing and enduring ideas about teachers' work prompt many teachers to resist such developments. Given the findings on the advancement in student learning related to the quality of teachers' social relations, it seems paradoxical that accountability policies often weaken such relationships. In addition, research suggests that accountability policies influence teacher-student relationships, especially involving younger teachers, to assume other forms. Collegial relationships are also affected in various ways. Positive collegial relationships enhance teachers' motivation and efficacy, even in a constraining context. The organizational context of teachers' work is an important contextual factor in terms of how relationships are altered within schools experiencing increased external control. 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; Higher Education; Rhetoric; Educational Policy; Public Policy; Policy Analysis; Administrative Principles; Administrative Policy; Change Strategies; Discourse Analysis; Interviews; College Administration; Governance; Commercialization; Educational Philosophy; Corporations; Collegiality; Professional Autonomy; College Faculty; Teacher Attitudes; Public Administration

Abstract:
In Portugal, as elsewhere, the rhetoric of managerialism in higher education is becoming firmly entrenched in the governmental policymakers' discourse and has been widely disseminated across the institutional landscape. Managerialism is an important ideological support of New Public Management policies and can be classified as a narrative of strategic change. In this paper, we analyse how far the managerialism narrative has been injected into the discursive repertory of Portuguese academics in their role as the co-ordinators of the higher education institutions' teaching and academic middle levels. Based on an analysis of interview responses, it seems that most academics support traditional academic values such as autonomy and collegiality, and reject university or polytechnic governance based on corporate philosophy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Superintendents; Females; Career Development; African Americans; American Indians; African American Achievement; Whites; School Districts; Suburban Schools; Social Justice; Community Development; Democracy; Leadership; Values; Leadership Styles; Participative Decision Making; Power Structure; Collegiality; Korean Culture; Cultural Awareness; Parent School Relationship; English Language Learners; Second Language Instruction

Abstract:
Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values. 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:
Teacher Effectiveness; Active Learning; Middle School Teachers; Teaching Methods; Teacher Characteristics; Foreign Countries; Instructional Leadership; Constructivism (Learning); Teacher Collaboration; Collegiality; Statistical Analysis; Inquiry; Administrator Role; Principals

Abstract:
In an effort to understand how collaborative teacher interaction is contingent upon teacher characteristics and school-organizational contexts, this study conducts a series of hierarchical generalized linear modeling analyses based on a nationally representative sample of about 2,500 teachers across 149 middle schools in South Korea. The data are from the OECD Teaching and Learning International Survey 2008. The result from this study suggests that teacher collegiality may be understood largely as teachers' collective effort to deal with uncertainties that arise from their approach to teaching as a constructivist endeavor to engage students in meaningful inquiry-based learning. This result is very robust as it holds after a range of other factors such as principal instructional leadership and teacher efficacy are simultaneously taken into account. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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