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Journal ArticleDOI

Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education

04 Mar 2013-Journal of Early Childhood Teacher Education (Taylor & Francis Group)-Vol. 34, Iss: 1, pp 23-35
TL;DR: In this paper, a pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework.
Abstract: Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning a...
Citations
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Journal ArticleDOI
TL;DR: Examination of models of collaboration used by school-based speech-language pathologists during the provision of special education services indicated that systemic change is needed at both the university and public school levels.
Abstract: Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use ...

50 citations

Journal ArticleDOI
TL;DR: Interprofessional education (IPE) as mentioned in this paper ) is a model whereby students in different disciplines learn to collaborate in the health professions, and suggests strategies for applying IPE to educator training.
Abstract: In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education.

36 citations


Cites background from "Preparing the Next Generation of Ea..."

  • ...…collaboration. researchers and educators have called for more interprofessional collaboration in professional educational practice (e.g. Anderson 2013; Corrigan 2000; McMahon, Mason, and Paisley 2009; Mostert 1996). furthermore, accreditation policies from the Council for Accreditation…...

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Journal ArticleDOI
TL;DR: The psychometric properties of the Expanded School Mental Health Collaboration Instrument [School Version] (ESMHCI [SV]), a new measure for assessing ESMH collaboration from the perspective of school-employed professionals, are presented.
Abstract: This article presents the psychometric properties of the Expanded School Mental Health Collaboration Instrument [Community Version], a measure for assessing collaboration from the perspective of community-based mental health professionals working in schools. A three-scale instrument (Types of Collaboration, Influences on Collaboration, and Perceived Benefits of Collaboration) was developed based on findings from focus group interviews and a review of the literature. This instrument complements an existing measure of collaboration that considers the perspectives of school professionals involved in expanded school mental health (ESMH). Exploratory factor analyses were used to define a set of factors for each of the three scales. Preliminary psychometric examination suggests this is a promising instrument that should be studied further. Implications for ESMH practitioners and researchers are proposed.

24 citations

Journal ArticleDOI
TL;DR: In this article, the authors assess to what extent students taking teacher education, health and social care programs agreed that blended learning was a suitable approach in a mandatory Interprofessional Learning (IPL) course, and what extent they had learnt about the WHO's core IPL competencies (roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork), and students' ranking of the learning outcomes from different components of the IPL course.
Abstract: Introduction Society's demands for better coordination of services for children are increasing. Interprofessional learning (IPL) has been suggested to achieve the triple aim of better services, better outcomes and reduced costs. The aims were to assess 1) to what extent students taking teacher education, health and social care programmes agreed that blended learning was a suitable approach in a mandatory IPL course, 2) to what extent they had learnt about the WHO's core IPL competencies (roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork), and 3) the students' ranking of the learning outcomes from different components of the IPL course. Methods This was a quantitative cross-sectional study. Students completed an online course evaluation after a two-day combination of online and face-to-face IPL small-group training. Findings The response rate was 25.8% (n=363). Among the students, 60.6% strongly agreed that blended learning was suitable, while 8.9% strongly disagreed. Among the respondents, 46.8%, 50.2%, 56.8% and 62.3% gained increased insight into roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork, respectively. In ascending order, students were most satisfied with the learning outcomes from the supervision (16.0%), the syllabus (28.6%), the submission assignment (42.4%), the digital learning content of Canvas (43.8%), the combination of everything (43.8%), and the IPL group discussions (78.6%). In stratified analyses, 'teacher education and child welfare students' were significantly more likely to gain better insight into the WHO competencies than "health and social care students", and they were also more overall satisfied. Conclusion Students agreed that blended learning was a suitable approach, although the learning outcomes from the face-to-face discussions were markedly higher than from other course components. While the majority had learnt something about the WHO competencies, the teacher and child welfare students achieved the best learning outcomes, including new knowledge about the WHO competencies.

22 citations

Journal ArticleDOI
TL;DR: It is strongly advocated that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers' work engagement and working environment fit.
Abstract: Background: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers’ levels of work engagement, and perceived working environment fit. Methods: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools—a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. Results: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. Conclusions: Based on these findings, we strongly advocate that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers’ work engagement and working environment fit.

18 citations

References
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Book
01 Jan 1998
TL;DR: Theoretical Foundations and Practical Considerations for Getting Started and Techniques for Achieving Theoretical Integration are presented.
Abstract: Part I: Introduction to Grounded Theory of Anselm Strauss Chapter 1: Inspiration and Background Chapter 2: Theoretical Foundations Chapter 3: Practical Considerations for Getting Started Chapter 4: Prelude to Analysis Chapter 5: Strategies for Qualitative Data Analysis Chapter 6: Memos and Diagrams Chapter 7: Theoretical Sampling Chapter 8: Context Chapter 9: Process Chapter 10: Techniques for Achieving Theoretical Integration Chapter 11: The Use of Computer Programs in Qualitative Data Analysis Part II: Research Demonstration Project Chapter 12 Open Coding: Identifying Concepts Chapter 13: Developing Concepts in Terms of Their Properties and Dimensions Chapter 14: Analyzing Data for Context Chapter 15: Bringing Process Into the Analysis Chapter 16: Integrating Categories Part III: Finishing the Research Project Chapter 17: Writing Theses, Monographs, and Dissertations, and Giving Talks About Your Research Chapter 18: Criteria for Evaluation Chapter 19: Student Questions and Answers

33,113 citations


"Preparing the Next Generation of Ea..." refers background in this paper

  • ...This process continued until reaching a point of “theoretical saturation,” at which point data no longer increased understanding (Corbin & Strauss, 2008)....

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Book
01 Jan 2008
TL;DR: In this paper, the authors present strategies for qualitative data analysis, including context, process and theoretical integration, and provide a criterion for evaluation of these strategies and answers to student questions and answers.
Abstract: Introduction -- Practical considerations -- Prelude to analysis -- Strategies for qualitative data analysis -- Introduction to context, process and theoretical integration -- Memos and diagrams -- Theoretical sampling -- Analyzing data for concepts -- Elaborating the analysis -- Analyzing data for context -- Bringing process into the analysis -- Integrating around a concept -- Writing theses, monographs, and giving talks -- Criterion for evaluation -- Student questions and answers to these.

31,251 citations

Journal ArticleDOI
TL;DR: The results indicated that feedback may be more effective when baseline performance is low, the source is a supervisor or colleague, it is provided more than once, and the role of context and the targeted clinical behaviour was assessed.
Abstract: Background Audit and feedback continues to be widely used as a strategy to improve professional practice. It appears logical that healthcare professionals would be prompted to modify their practice if given feedback that their clinical practice was inconsistent with that of their peers or accepted guidelines. Yet, audit and feedback has not been found to be consistently effective. Objectives To assess the effects of audit and feedback on the practice of healthcare professionals and patient outcomes. Search strategy We searched the Cochrane Effective Practice and Organisation of Care Group's register up to January 2001. This was supplemented with searches of MEDLINE and reference lists, which did not yield additional relevant studies. Selection criteria Randomised trials of audit and feedback (defined as any summary of clinical performance over a specified period of time) that reported objectively measured professional practice in a healthcare setting or healthcare outcomes. Data collection and analysis Two reviewers independently extracted data and assessed study quality. Quantitative (meta-regression), visual and qualitative analyses were undertaken. Main results We included 85 studies, 48 of which have been added to the previous version of this review. There were 52 comparisons of dichotomous outcomes from 47 trials with over 3500 health professionals that compared audit and feedback to no intervention. The adjusted RDs of non-compliance with desired practice varied from 0.09 (a 9% absolute increase in non-compliance) to 0.71 (a 71% decrease in non-compliance) (median = 0.07, inter-quartile range = 0.02 to 0.11). The one factor that appeared to predict the effectiveness of audit and feedback across studies was baseline non-compliance with recommended practice. Reviewer's conclusions Audit and feedback can be effective in improving professional practice. When it is effective, the effects are generally small to moderate. The absolute effects of audit and feedback are more likely to be larger when baseline adherence to recommended practice is low.

4,946 citations

01 Jan 2000
TL;DR: In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science as mentioned in this paper, which is what we use in this paper.
Abstract: This chapter is about methods for managing and analyzing qualitative data. By qualitative data the authors mean text: newspapers, movies, sitcoms, e-mail traffic, folktales, life histories. They also mean narratives--narratives about getting divorced, about being sick, about surviving hand-to-hand combat, about selling sex, about trying to quit smoking. In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science.

3,671 citations


"Preparing the Next Generation of Ea..." refers methods in this paper

  • ...A second reading by each involved axial coding, with further reflection on these themes and a consolidation of the open coding themes into broader thematic categories by pulling together real examples from the text (Ryan & Bernard, 2000), whereupon they assigned theme codes....

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