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Applying an intersectional approach to the analysis of nationally representative population data collected through the National Health Interview Survey (NHIS), this chapter attempts to address the congruence between functional status (disability) and other relevant socio-demographic background variables (gender, race, self-reported health status, etc.) that may potentially result in disparate access to education and employment.

Disability is defined and measured using the six American Community Survey (ACS) disability questions. Disability, intersectionality, and equalization of opportunities are assessed in a representative sample of the U.S. adult population as measured on the 2010 NHIS. Data on approximately 32,000 adults age 18 years and over are used to explore, using multivariate techniques, the intersection between disability, age, gender, race/ethnicity, marital status, health insurance, and reported health status, and education and employment outcomes.

The results presented describe a disparity in outcomes of education and employment between disabled and nondisabled adults when controlling for several important background and socio-demographic variables. Exploring the relationships between these variables provides a richer understanding of disability as it exists within the social world.

In order to further improve our understanding of the population dynamics of disability, disability data must be routinely incorporated into national statistics programs. The ACS questions provide a common approach to the definition and measurement of disability within the Federal Statistical System.

This chapter reflects the findings of a qualitative study of supplementary education in Western Australia, showing a commitment to understanding the broader social context of the individuals receiving educational assistance beyond their normal classroom activities.

The chapter is based on 10 semi-structured interviews conducted with university students who had utilised supplementary education services of a tutor made available through their schools and a variety of secondary sources.

The study also reveals that student access to university is not necessarily enhanced by private tutoring. It uncovers an under-researched component of the overall educational process in pointing to some of the emotional dimensions of the supplementary education industry. While tutoring did not appear to harm the chances of students making it to university, the beneficial effects of tutoring are not as clear-cut as some suggest they are. Overall the research suggests that, emotional support effects notwithstanding, perhaps we should not worry overly much about the inequalities brought by private tutoring as, yet again, the market shows itself to less efficient than some hope it to be and that others might fear it is.

Market-based supplementary education remains massively under-researched in Australia. While qualitative research is unable to address the effects of educational interventions definitively, the study adds important layers of complexity to questions about educational effectiveness and inequality. It helps validate concerns about social and economic inequalities; it also mollifies these concerns, partially because some of the programmes described here aim at addressing some basic inequalities, particularly those related to rural and remote education.

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

The purpose of this chapter is to highlight some of the critical multiteam system (MTS) issues that are faced in healthcare by utilizing case studies that illustrate the transition of a patient through the healthcare system and suggest a possible approach to studying these issues.

The approach taken by the authors is a case study approach, which is used to illustrate the transition of a patient through several venues in a healthcare system. This approach elucidates the MTS nature of healthcare. Moreover, a methodological explanation, social network analysis (SNA), for exploring the description and analysis of MTSs in healthcare is provided.

The case study approach provides concrete examples of the complex relationship between providers caring for a single patient. The case study describes the range of shared practice in healthcare, from collaborative care within each setting to the less obvious interdependence between teams across settings. This interdependence is necessary to deliver complex care but is also a source of potential errors during care. SNA is one tool to quantify these relationships, link them to outcomes, and establish areas for future research and quality improvement efforts.

This chapter offers a unique holistic view of the transition of a patient through a healthcare system and the interdependency of care necessary to deliver care. The authors show a methodology for assessing MTSs with a discussion of utilizing SNA. This foundation may offer promise to better understand care delivery and shape programs that can lead to improvement in care.

In this chapter, we argue that the practice of electronically monitored “house arrest” is consistent with Foucault's insights into both the workings of “disciplinary power” and “governmentality” and with the self-governing notions of a conservative, neo-liberal ideology, and mentality. Our interpretive analysis of a set of offender narratives identifies a theme we call “transforming the self” that illustrates the ways in which house arrest is experienced by some clients as a set of discourses and practices that encourages them to govern themselves by regulating their own bodies and conduct. These self-governing capabilities include “enterprise,” “autonomy,” and an ethical stance towards their lives.

This study uses ethnographic data from two diabetes clinics to examine how some organizational features of medical settings are connected to the daily cognitive and interactional work of medical providers – specifically, the process of assessing patient adherence and using such assessments to make treatment decisions. I address continuity of care, scheduling and time constraints, team management, provider interaction, and medical recordkeeping as organizational-level issues that impact individual-level providers’ work. More than a top-down model of how “macro” influences “micro,” this study highlights how organizational influences are accounted for in terms of variation in patients’ behavior.