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Academic healthcare systems face great challenges in coordinating services across a continuum of care that spans hospital, community providers, home and chronic care facilities. The Johns Hopkins Community Health Partnership (J-CHiP) was created to improve coordination of acute, sub-acute and ambulatory care for patients, and improve the health of high-risk patients in surrounding neighborhoods. The paper aims to discuss this issue.

J-CHiP targeted adults admitted to the Johns Hopkins Hospital and Johns Hopkins Bayview Medical Center, patients discharged to participating skilled nursing facilities (SNFs), and high-risk Medicare and Medicaid patients receiving primary care in eight nearby outpatient sites. The primary drivers of the program were redesigned acute care delivery, seamless transitions of care and deployment of community care teams.

Acute care interventions included risk screening, multidisciplinary care planning, pharmacist-driven medication management, patient/family education, communication with next provider and care coordination protocols for common conditions. Transition interventions included post-discharge health plans, hand-offs and follow-up with primary care providers, Transition Guides, a patient access line and collaboration with SNFs. Community interventions involved forming multidisciplinary care coordination teams, integrated behavioral care and new partnerships with community-based organizations.

This paper offers a detailed description of the design and implementation of a complex program to improve care coordination for high-risk patients in an urban setting. The case studies feature findings from each intervention that promoted patient engagement, strengthened collaboration with community-based organizations and improved coordination of care.

This paper aims to delve deeply into the sometimes clashing interplays in English classrooms to explore the ways in which new media makes visible long-existing discourses and assumptions about the purpose of schools and the roles of teachers and students.

This piece draws upon discourse analysis and utilizes the frame of strategies versus tactics (de Certeau, 1984) to trace the complex classroom interplays between a high school English teacher, a partnering researcher and a high school junior during the process of a month-long digital photography project.

Data reveal that, at times, both teachers and students made moves to preserve the status quo of the school space (through strategies), and at other times, worked to reshape the space for more relevant purposes (through tactics.) Strategies that emerge from teacher moves include the formalization of requirements and the controlling of bodies; the student strategy described is the perpetuation of stereotypes. Teacher tactics reported include repositioning identities, reframing “the work” and opening up space for inquiry. Student tactics include resistance, shifting to the personal, subverting a given task and self-positioning. The author argues that generative potential exists at the intersection of teacher tactics and student tactics, and calls for furthering the co-construction of classroom spaces.

By zooming in on the process, rather than the product, that ensued as the focal student created and defended her photographs representing school as jail, this paper emphasizes the agency that both teachers and students can enact in sometimes limiting classroom spaces.

The purpose of this paper is to describe the impact of the Food For Life Partnership (FFLP) whole school food programme on kitchen staff employment and professional development.

This exploratory research involved baseline and follow‐up interviews with 74 kitchen staff (51 primary and 23 secondary English schools) enrolled onto the FFLP programme. Empirical data were collected using a semi‐structured questionnaire between 2007‐2010 with an average of 20 months between baseline and follow‐up. Data were collected on the perceived programme impact on school cook professional experience and employment and their role in health promotion.

Numbers of kitchen staff and mean job satisfaction grew. Kitchen staff reported significant investment in their kitchen environment. They felt a greater degree of involvement and broader integration with the rest of the school's educational mission. However, towards the end of their involvement, kitchen staff became increasingly cognizant of the growing challenges posed by broader economic conditions emerging at the time of follow‐up.

Kitchen staff can play an important role in the promotion of healthy eating and school cohesion. However, there are significant organisational and employment‐based barriers to fulfilling this potential.

This paper outlines the role of kitchen staff in whole school food programmes and illustrates the key dimensions and barriers that need to be overcome to enhance their role through the delivery of improvements in school food uptake and the promotion of healthier and more sustainable food consumption.