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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:
Foreign Countries; Higher Education; Educational Quality; Models; Stakeholders; Employer Attitudes; Questionnaires; Outcomes of Education; Resources; Sustainable Development; Educational Finance; Employment Potential; Training; College Graduates; Achievement; Research and Development; Theory Practice Relationship

Abstract:
The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders' perspective is seen as a lens through which stakeholders define, control and assess the quality of a HEI. The proposed model therefore gives stakeholders greater significance compared to the dimensions of institutional quality of a HEI. The model has been validated from the employers' perspective. On the basis of 339 completed questionnaires or a 39.74% response rate we concluded that outcomes constitute the most important dimension of institutional quality of a HEI from the perspective of employers in Slovenia. The outcomes dimension is followed, in descending order, by the non-financial resources and inputs, sustainable development, value chain, and, finally, the financial resources and inputs dimensions. The results of the study have shown that of the 44 quality factors of a HEI the following data are of key importance to employers: information on the participation of students in practical training, achievements of graduates at the workplace, implementation of a HEI's research achievements in practice, graduate employability, and a HEI's responsiveness to the demands and changes in the environment. 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 Change; Student Personnel Services; Theory Practice Relationship; Student Personnel Workers; Use Studies; Best Practices; Change Strategies; Logical Thinking; Models

Abstract:
When making decisions that impact student learning, college educators often consider previous experiences, precedent, common sense, and advice from colleagues. But how often do they consider theory? At a recent state-level educators' meeting, the authors of this article asked 50 student affairs educators about the use of theory in their practice. Less than 10 percent said they draw on theory to make decisions. The authors' view is that is not enough. Used in everyday problem solving and decision making, theory can help educators ask better questions, find better solutions, and make a lasting contribution to the lives of individual students and to education in general. In this article, the authors make their point by offering an analogy that demystifies theory for daily use. While their process may not be completely new, they believe it elevates practical applications of theory to a level that is not yet fully appreciated. (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:
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:
Art Therapy; Psychology; Well Being; Psychological Patterns; Theory Practice Relationship; Research and Development; Allied Health Occupations Education

Abstract:
As a growing movement in the larger field of mental health, positive psychology has much to offer the art therapy profession, which in turn is uniquely poised to contribute to the study of optimal functioning. This article discusses the relationship of positive psychology to art therapy and its capacity to mobilize client strengths, to induce experiences of flow and positive emotions, and to express life purpose and meaning as well as positive emotions. Suggested research and practical applications illuminate the potential of positive art therapy to move individuals, groups, and communities beyond solely the relief of suffering to a state of flourishing. (Contains 4 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:
Transformative Learning; Learning Theories; Psychology; Criticism; Psychological Patterns; Adult Education; Theory Practice Relationship

Abstract:
In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational approach. In this latter perspective, concepts from depth psychology tend to be used to describe transformative learning, without there being a critical analysis or a common understanding of the meaning of these concepts. By treating knowledge about transformative learning as practical knowledge (from the perspective of Habermas's framework), the authors are able to critically question the knowledge claims inherent in the discourse within the extrarational approach to transformative learning theory development. 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:
Aesthetic Education; Educational Change; Neoliberalism; Urban Teaching; Urban Schools; Beginning Teachers; English Teachers; Secondary School Teachers; Accountability; Testing; Qualitative Research; Interviews; Ethnography; Social Justice; Theory Practice Relationship; Teacher Education

Abstract:
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and accountability systems, and their class writings were used to present seven of their voices in this study. The study investigates participant engagement in two theoretical frameworks emphasized in the courses: first, the neoliberal ideology of testing and accountability; second, the transactional tradition of aesthetic education. The study finds that education students need not passively acquiesce to neoliberal reforms, but can reclaim a culturally critical stance in their teaching. (Contains 1 table and 2 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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Feedback (Response); Video Technology; Preservice Teachers; Microteaching; Educational Practices; Instructional Improvement; Teacher Improvement; Educational Methods; Vignettes; Educational Strategies; Lesson Plans; Material Development; Change Strategies; Praxis; Theory Practice Relationship

Abstract:
When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to "practice" newly acquired skills and apply new knowledge in real-life settings (Macy, Squires, & Barton, 2009). However, a fundamental disconnect often exists between what happens in early childhood field placements and what happens in college classrooms. Microteaching is one way to bridge this gap. The purpose of this article is to introduce microteach lessons as a powerful teaching tool for early childhood personnel preparation and to share the authors' experiences using microteach lessons within early childhood special education (ECSE) preservice training at the University of Illinois at Urbana-Champaign (UIUC). The authors begin with a vignette followed by a description of microteach lessons and a brief review of literature on the use of these lessons in personnel preparation. Then, they share information about how the use of microteach lessons evolved at UIUC and provide a detailed description of the steps they follow when incorporating these lessons during ECSE preservice personnel preparation. They conclude with implications for practice. (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:
Teaching Methods; Professional Development; Educational Change; Young Children; Teachers; Early Childhood Education; Beliefs; Reflection; Theory Practice Relationship; Focus Groups

Abstract:
Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development. 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:
Theory Practice Relationship; Infants; Infant Care; Teaching Skills; Preservice Teachers; Focus Groups; Interviews; Field Experience Programs; Teacher Education; Teacher Education Programs; Early Childhood Education

Abstract:
The literature on infant care and education indicates that infant fieldwork has distinct learning opportunities that could work as an important supplement to more traditional field placements. The following study supports these assertions by providing an in-depth look at the experiences of three preservice early childhood teachers while engaging in fieldwork with infants over the course of one semester. The preservice teachers' perspectives and descriptions, as generated through individual interviews, reflective journals, and a focus group interview, were used to illuminate the unique aspects of working with infants and the impact of the fieldwork on their development as teachers. The findings suggest that structured experiences in the infant classroom pushed the preservice teachers to construct new ideas about development, curriculum, the role of the teacher, working with parents and families, and building relationships with children. The infant fieldwork also provided the preservice teachers with valuable opportunities to practice critical teaching skills--such as observation, collaborating with parents and families, and individualizing care and to make new connections between theory and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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