White paper

About: White paper is a research topic. Over the lifetime, 3852 publications have been published within this topic receiving 51169 citations. The topic is also known as: White paper & White papers.

The politics of teaching as an occupation in the professional borderlands: the interplay of gender, class and professional status in a biographical study of trainee teachers in England

Abstract: A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper ‘The Importance of Teaching’. This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of teaching. Drawing on in-depth interviews with 32 London-based secondary teacher training students from various social class and ethnic backgrounds, this paper asks how the profession is perceived and what sort of choice it is for the trainees. It employs a Bourdieusian lens and concepts of social and cultural capital to examine the interplay of gendered, classed and ‘raced’ biographies in relation to individuals’ decisions to become teachers. Understanding the social world as ‘accumulated history’, as Bourdieu does, stresses that experiences and outcomes are rooted and collected in a series of historical structures and functionings. The paper argues that the ambiguous status of th...

Towards a Systemic Approach to Research in Teaching: the place of investigative pedagogy

Abstract: In a comment to the Conference of the National Foundation for Educational Research in October 1982, the Minister of Education remarked that educational research on classroom teaching is patchy and urged researchers to make good use of their findings by helping teachers employ them in the classroom (TES, 1982). This was followed by the White Paper Teaching Quality (HMSO, 1983) and about a year later by advertisements for research in teacher education by the ESRC. I suggest that the White Paper and the ESRC guidelines are recipes for exactly the kind of research that the Minister was bemoaning. The message that is coming from the Department of Education and Science and associated bodies is that research on teaching and teacher education will be subject or age group specific. There will also be a strong emphasis on selection and on assessment of teaching competence. Taken with the fact that over 50% of all government educational research funding is for work on testing and examinations, one gets a flavour of type of problems being addressed (Nisbet & Nisbet, 1985). There is no mention of work related to the improvement of teaching. There is no evidence of any thought that there might be generic teaching skills, that is, skills that are common to all learning situations. Insofar as it is possible to detect any conception of pedagogy, it seems to adhere to the traditional apprenticeship view, a view that is supported by the heavy emphasis on the virtues of practical experience. The confused nature of these views is apparent when one considers their implications. If teaching skills are subject specific, what, or who is the arbiter of the level of specificity to which they relate? And if they are specific, is there an implication that pedagogy is a fragmented and incohate study with no hope of general utility? 167

Infusion teams in acute care hospitals: call for a business approach: an infusion nurses society white paper.

Abstract: I nfusion therapy is complex, invasive, high volume, and risk prone, yet required as a lifesaving therapy for many patients. Registered nurses at all levels of education and experience can perform infusion therapy, whereas the scope of infusion therapy practice for licensed practical/vocational nurses varies among states. Many other types of health care professionals (eg, radiology technologists, respiratory therapists, unlicensed assistive personnel) may have responsibility for some aspects of infusion therapy. Patients of all ages receive infusion therapy across all hospital departments, service lines, and specialties. Although infusion therapy is pervasive throughout the entire facility, the business of infusion services has received very little attention, including using appropriate models for infusion cost analysis; cost-effective distribution of infusion therapy responsibilities among professionals and departments; calculating cost avoidance for positive patient outcomes; cost savings on time, supplies, and equipment used; and return on investment from use of infusion teams. Hospitals have either disbanded infusion teams or downsized these teams to perform only insertions of peripherally inserted central catheters (PICCs) 1 ; however, there is no known method to quantify the actual number of infusion teams that have been lost. When these changes occur, the practices previously performed by the infusion team become the responsibility of primary care nursing staff. Anecdotal information suggests that this shift in responsibilities may occur without adequate time and resources to train the nursing staff for their new role. The outcomes of disbanding or downsizing infusion teams are virtually unknown. A 1998 editorial used details of lawsuits to highlight the serious complications that can occur when nursing staff lack adequate knowledge and skills associated with infusion therapy. 2 Another report provided details of how an infusion team transitioned from 11 nurses to 2 in a 200-bed acute care facility over a 9-month period using a methodical, planned approach. Positive and negative outcomes were discussed; however, no data were provided. 3 Another study focusing on the quality improvement process reported an increase in infusionrelated litigation, along with an increase in complaints and questions about infusion care at a 4-hospital system. 4 Numerous discussions with colleagues indicated that infusion teams were being disbanded, leaving no personnel for data collection on complication rates or medication errors. Additionally, challenges associated with patient and clinician safety or patient satisfaction may not have been addressed. These changes are often made in the name of cost savings; however, those data are also not found in the published literature. Peripheral catheter insertion requires skills derived from experience to minimize patient discomfort and complications, decrease risk of needlestick injury and blood exposure, and enhance patient satisfaction. 5 7 A recent literature review reported first-venipunctureattempt success rates between 74% and 88% in the general population and 46% to 76% in pediatric patients. 8 Unsuccessful or failed venipuncture attempts are caused by numerous factors. 8 11 Venous depletion, vein wasting, and vein preservation are concepts gaining attention as a means to increase appropriate use of peripheral veins and reduce the need for central vascular Lynn Hadaway provides contracted consulting services to the following: 3M, BD Medical, lnc., Access Scientific, Inc., Christie Medical, Inc., Elcam Medical, Linebacker lnc., Infrared Imaging Systems, Inc., Terumo Medical, Excelsior Medical Corporation, Ivera Medical Corporation, Baxter Healthcare Corporation, and B Braun Medical, Inc. The other authors of this article have no conflicts of interest to disclose. Infusion Teams in Acute Care Hospitals

Changing localities for teacher training: the potential impact on professional formation and the university sector response

Abstract: Early in its period of office the new United Kingdom coalition government produced an Education White Paper containing potentially devastating news for higher education training institutions in England and Wales. Drawing on research papers and policy documents, this article takes an historic approach to map the changing face of teacher training over the past 30 years. A variety of approaches to the training of teachers are examined in terms of the partnership arrangements each model espouses and the training approaches that each locality arrangement represents. A small-scale research project maps early responses from higher education institutions as they consider the implications of new policies. Finally, a future scenario where higher education institutions struggle for survival as meaningful providers of teacher education is postulated.