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Article
Publication date: 1 February 1996

Patrick Asubonteng, Renee Middleton and George Munchus

Provides a review and analysis of the ambulatory patient groups classification system. Discusses a review of the history, development and implementation process. Concludes that in…

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Abstract

Provides a review and analysis of the ambulatory patient groups classification system. Discusses a review of the history, development and implementation process. Concludes that in the ongoing efforts to move towards full‐managed care in the not‐so‐distant future, ambulatory patients groups are another potential cost‐cutting remedy for current health care providers and that future research into this issue is a must for public policy makers.

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Health Manpower Management, vol. 22 no. 1
Type: Research Article
ISSN: 0955-2065

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Book part
Publication date: 4 February 2013

Aimee Howley, Renée A. Middleton, Marged Howley, Natalie F. Williams and Laura Jeanette Pressley

A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because…

Abstract

A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: “How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?” The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the experience of conducting dissertation research with a focus on racial and/or ethnic dynamics. Analysis of interview data pointed to the salience of “advocacy” in the experiences of participants. Advocacy connected to doctoral research by affording opportunities for personal advancement and by affording opportunities to promote social change. Further interpretation revealed differences in the importance of the two types of advocacy for White and Black participants, especially in consideration of their racial identity statuses. Despite such nuances, the experience of conducting dissertation research reinforced all participants’ previous commitments to social justice and advocacy, but it did not help them develop more wide-ranging and systematic strategies for working as advocates of social justice.

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Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices
Type: Book
ISBN: 978-1-78190-499-2

Book part
Publication date: 4 October 2012

Mary Barbara Trube, Bonnie L. Prince and Renée A. Middleton

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and…

Abstract

The Southeast Ohio Teacher Development Collaborative (SEOTDC) represents a regional professional community-of-practice with leadership as a key component of educator and organizational capacity building. This chapter highlights the work of this collaborative partnership among five teacher preparation programs in Appalachian Ohio that responds to regional contexts in planning and delivering professional development. Individuals from representative public and private institutions of higher education, state and local educational agencies, and school districts engage in action planning to improve teacher preparation, professional development, and mentoring processes for educators. This is accomplished through recruitment, retention, identification, support, promotion, encouragement, and involvement in a variety of SEOTDC initiatives. Professional development to build educator capacities is considered in terms of people and their contributions, the synergies that are created during the process of collaboration, and organizational arrangements that are designed to support renewal, reform, and personal and interpersonal development. After setting the context within which SEOTDC operates, the chapter identifies concerns, solutions, and outcomes related to four collaborative initiatives.

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Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

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Book part
Publication date: 4 October 2012

Fayneese S. Miller

In the first section of the book, Maureen D. Neumann, Laura C. Jones, P. Taylor Webb, and Olga M. Welch examine the ways in which “new” notions of leadership have influenced…

Abstract

In the first section of the book, Maureen D. Neumann, Laura C. Jones, P. Taylor Webb, and Olga M. Welch examine the ways in which “new” notions of leadership have influenced leadership development programs. Neumann, Jones, and Webb in the chapter, “Developing Teachers Leaders to Transform Classrooms, Schools and Communities,” advocate for, and offer ways that teachers can become cognizant of their leadership and its effects, so that they can develop deliberate commitments towards social justice in schools which are sites of social, political, and economic influence. They propose a model for leadership that is an alternative to traditional allocations of power through positional hierarchies. According to Neumann, Jones, and Webb, “while school leaders may recognize their actions within a single frame of the model, the practice of leadership is the ability to move in and out of three different conceptualizations of leadership, managerial (transactional), professional development (transformational), and social responsibility (critical).” They propose that effective teacher leaders utilize all three aspects of the leadership domains as a way to adapt to, oftentimes, challenging and rapidly shifting political and economic climates within education. Neumann, Jones, and Webb conclude their chapter with a discussion of pedagogy of possibility and argue that pedagogical content knowledge is a marker of professional teaching competence, and teachers must engage students in the moral and ethical issues surrounding the use of knowledge in our democracy for any subject matter.

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Content available
Book part
Publication date: 4 October 2012

Abstract

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Content available
Book part
Publication date: 4 February 2013

Abstract

Details

Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices
Type: Book
ISBN: 978-1-78190-499-2

Book part
Publication date: 4 February 2013

Patricia G. Boyer

The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on…

Abstract

The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on various perspective on discussing race in classroom. It is important to have a conversation about race in a “safe setting” to prepare our students for a diverse society and workforce.

Details

Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices
Type: Book
ISBN: 978-1-78190-499-2

Book part
Publication date: 24 November 2022

Jessica Ford

Unlike Joss Whedon's cult series Buffy the Vampire Slayer (1997–2003), Angel (1999–2004) and Firefly (2002–2003), Dollhouse (2009–2010) is largely considered to be both a critical…

Abstract

Unlike Joss Whedon's cult series Buffy the Vampire Slayer (1997–2003), Angel (1999–2004) and Firefly (2002–2003), Dollhouse (2009–2010) is largely considered to be both a critical and commercial failure. Dollhouse is often dismissed as Whedon's worst television series, with critics citing their discomfort and disgust in watching hero Echo's (Eliza Dushku) repeated exploitation. Unlike other popular acclaimed TV series featuring a female action hero like Xena: Warrior Princess (1995–2001), Alias (2002–2006) and Nikita (2010–2013), the hero of Dollhouse is not empowered from the series' outset, but rather she slowly comes to her power and agency due to various traumatic and violent experiences. This chapter argues that Dollhouse stages a reworking of the cinematic female action hero figure by delaying empowerment and forcing the audience to linger in the hero's lack of agency. Dollhouse enables an unpacking of the female action hero popularised in films like Terminator 2: Judgement Day (1991), Long Kiss Goodnight (1996), The Fifth Element (1997) and the Alien franchise (1979, 1986, 1992, 1997). By exposing the mechanics of hero-creation, Dollhouse forces viewers to consider how heroes are made and who is exploited in the process. As such, this chapter considers Dollhouse as an intervention into the female action hero film and television cycle through an analysis of how the series adheres to and subverts the tropes of the cycle.

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Gender and Action Films
Type: Book
ISBN: 978-1-80117-514-2

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Article
Publication date: 30 June 2009

Robin Johnson

Robin Johnson continues his excellent series on housing issues, this time exploring the important role that support workers can have in reaching out to and engaging with…

Abstract

Robin Johnson continues his excellent series on housing issues, this time exploring the important role that support workers can have in reaching out to and engaging with individuals who would ordinarily be reluctant to put themseves in the hands of conventional care or therapy services.

Details

A Life in the Day, vol. 13 no. 2
Type: Research Article
ISSN: 1366-6282

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Content available
Book part
Publication date: 30 August 2019

Ellis Cashmore

Abstract

Details

Kardashian Kulture
Type: Book
ISBN: 978-1-78743-706-7

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