Mutual Adaptation in Action

2016 ◽  
Vol 118 (13) ◽  
pp. 1-18
Author(s):  
Leslie Santee Siskin

Building on an expanded concept of mutual adaptation, this article explores a distinctive and successful aspect of International Baccalaureate's (IB) effort to scale up, as they moved to expand their programs and support services in Title I schools. Based on a three-year, mixed-methods study, it offers a case where we see not only local adaptations that schools made as they implemented IB (mutual adaptation in situ), but also a second level of adaptation. This reflects what we call mutual adaptation in action—as organizational learning took place on both sides. The designers incorporated what they learned from local implementations into the next iteration of their design, potentially strengthening not only the design, but also their capacity to go to scale. On the design side, adaptations include: (1) adapting to context and conditions, (2) reinforcing weak pillars and redesigning procedures, and (3) taking local adaptations to scale.

2016 ◽  
Vol 14 (13) ◽  
pp. 3423-3431 ◽  
Author(s):  
Benjamin J. Deadman ◽  
Rosella M. O'Mahony ◽  
Denis Lynch ◽  
Daniel C. Crowley ◽  
Stuart G. Collins ◽  
...  

In situ generation and use of tosyl azide in flow enables enhanced safety and ready scale-up in diazo transfer processes.


2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Qian Wang ◽  
◽  
Laura Lewis ◽  

This study aims to explore preservice teachers' motivations to teach at Title I schools as well as whether their motivations differ based on how far they are in their teacher education program. A total of 128 preservice teachers from two groups with different numbers of field experiences were surveyed. Preservice teachers cited extrinsic, altruistic, intrinsic, and past learning experiences as main reasons motivated them wanting to teach at Title I schools upon graduation. Their motivations might change due to the influences from professional training and social experiences. It was also found that in both groups there were many preservice teachers undecided whether they wanted to teach at Title I schools or not. Implications for research and practice are discussed.


2020 ◽  
Author(s):  
Alyson Takaoka ◽  
Benjamin Tam ◽  
Meredith Vanstone ◽  
France J. Clarke ◽  
Neala Hoad ◽  
...  

Abstract Background: Scaling-up and sustaining healthcare interventions can be challenging. Our objective was to describe how the 3 Wishes Project (3WP), a personalized end-of-life intervention, was scaled-up and sustained in an intensive care unit (ICU).Methods: In a longitudinal mixed-methods study from January 1,2013 - December 31, 2018, dying patients and families were invited to participate if the probability of patient death was >95% or after a decision to withdraw life support. A research team member or bedside clinician learned more about each of the patients and their family, then elicited and implemented <3 personalized wishes for patients and/or family members. We used a qualitative descriptive approach to analyze interviews and focus groups conducted with 25 clinicians who cared for patients enrolled in the project. We used descriptive statistics to summarize patient, wish, and clinician characteristics, and analyzed outcome data in quarters using Statistical Process Control charts. The primary outcome was enrollment of terminally ill patients and respective families; the secondary outcome was the number of wishes per patient; tertiary outcomes included wish features and stakeholder involvement. Results: Both qualitative and quantitative analyses suggested a three-phase approach to the scale-up of this intervention during which 369 dying patients were enrolled, having 2039 terminal wishes implemented. From a research project to clinical program to an approach to practice, we documented a three-fold increase in enrolment with a five-fold increase in total wishes implemented, without a change in cost. Beginning as a study, the protocol provided structure; starting gradually enabled frontline staff to experience and recognize the value of acts of compassion for patients, families, and clinicians. The transition to a clinical program was marked by handover from the research staff to bedside staff, whereby project catalysts mentored project champions to create staff partnerships, and family engagement became more intentional. The final transition involved empowering staff to integrate the program as an approach to care, expanding it within and beyond the organization. Conclusions: The 3WP is an end-of-life intervention which was implemented as a study, scaled-up into a clinical program, and sustained by becoming integrated into practice as an approach to care.


Author(s):  
Krista Steinke ◽  
Valerie C. Bryan

This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.


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