scholarly journals Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective

2021 ◽  
pp. 026565902110645
Author(s):  
Duana Quigley ◽  
Martine Smith
Keyword(s):  
Child Outcomes ◽  
Ways Of Knowing ◽  
Daily Practice ◽  
Power Sharing ◽  
Interprofessional Practice ◽  
Speech And Language ◽  
Epistemological Perspective ◽  
School Year ◽  
The Status ◽  
Collaborative Working

Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

scholarly journals Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership

2021 ◽  
pp. 155-195
Author(s):  
James P. Spillane ◽  
Anita Zuberi
Keyword(s):  
School Leadership ◽  
Sampling Period ◽  
Daily Practice ◽  
Cognitive Interviews ◽  
School Year ◽  
Ethnographic Studies ◽  
Limited Sampling ◽  
The Social ◽  
Conducting Research ◽  
Study Participants

AbstractThis article aims to validate the Leadership Daily Practice (LDP) log, an instrument for conducting research on leadership in schools. Using a combination of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2 weeks; observers shadowed a subsample of leaders in each school, 1 day per week. Using the three sources of data, the authors analyzed interview responses (specifically, the participants’ interpretations of the log); they matched log entries with observer recordings; and they compared (a) the characteristics of the social interactions that were entered into the log with (b) the overall sample of interactions that occurred while observers shadowed participants. The study shows that LDP log entries capture school leadership interactions as recorded by independent observers; it also demonstrates that study participants, with some exceptions, were not biased toward reporting certain types of interactions over others. Still, some log terminologies were problematic for participants, as was the limited sampling period of 2 weeks. The authors propose ways to (a) change the LDP log to reflect the concerns raised by participants in the cognitive interviews and (b) alter the sampling scheme to capture leadership around the school year. The LDP log is less costly and time-consuming than in-depth ethnographic studies, and it is an important tool for researchers who aim to collect data in schools, one that reaches beyond surveys.

INTERACTION OF DOMINANT PARTY WITH ETHNIC GROUPS IN COMPETITIVE AUTHORITARIANISM IN MALAYSIA

2020 ◽  
Vol 14 (3) ◽  
pp. 107-113
Author(s):  
Tatiana Lavrova ◽  
Keyword(s):  
Ethnic Groups ◽  
Historical Context ◽  
The State ◽  
Power Sharing ◽  
Competitive Authoritarianism ◽  
Dominant Party ◽  
State Apparatus ◽  
The Status ◽  
The Stability ◽  
And Control

The author covers the question of the stability of competitive authoritarianism in Malaysia. In this case, such a regime is particularly stable, possibly due to the developed and institutionalized model of interaction between the dominant party and ethnic groups, implemented in the conditions of the polyethnic composition of the state. It was crucial to take into account the historical context of the British colonization of Malaysia, which had led to the influx of migrants, and the presence of a political party in power for 61 years, which was practically merged with the state apparatus and fully represented only one ethnic group. "Ethnic outbidding" implemented by the dominant party UMNO provided a numerically greater population with benefits in exchange for support of the ruling party. Simultaneously, the incorporation of ethnic groups into the state's political structure and the use of the power-sharing model allowed UMNO to act as an umbrella party and to maintain the status quo. The unspoken Treaty, first, was based on granting the privilege to the indigenous Malay population, and, second, protected the interests of non-Malays. Thus, granting bumiputera and non-Malays certain privileges, the establishment was able to consolidate a non-democratic regime and control over complex Malaysian society.

Examining Stakeholders' Roles in Influencing IT Project Cancellation Decisions

2011 ◽  
pp. 92-104
Author(s):  
Gary Pan
Keyword(s):  
Diffusion Theory ◽  
Critical Role ◽  
Daily Practice ◽  
End Users ◽  
Technological Determinism ◽  
Sociotechnical System ◽  
The Status ◽  
Upper Level ◽  
Theoretical Overview ◽  
Practical Recommendations

The goal of any product is to be used. In a very real sense, people judge the success or failure of any product by the extent to which it is used by intended users in their daily practice. Understanding a product from the perspective of the end-user is one of the most important and often overlooked keys to the success of any project. Many products suffer from a lack of widespread utilization because developers and managers often have a deterministic view of the relationship between technology and users. This deterministic view leads to an over reliance on technical specifications as the driving force in the end users’ decision to adopt and use a product. However, a wide variety of human, organizational, social, and cultural factors also affect the acceptance and use of any product. Any organization, even those in the most highly technical and advanced fields, is, in reality, a dynamic example of a sociotechnical system in which people and machines interact, negotiate usage, compete for primacy, and generally co-exist. This chapter will provide a broad theoretical overview of the critical role that end-users play in the adoption, implementation, utilization, and institutionalization of any technology. A number of relevant theories will be discussed, including diffusion theory (e.g., Rogers, 1995), technological determinism (e.g., Ellul, 1967), sociotechnical systems (e.g., Volti, 2006), and utopian and dystopian philosophical perspectives (e.g., Rubin, 1996). In addition to a theoretical overview, this chapter will provide practical recommendations for developers and managers who wish to increase the utilization of their products by bringing the user into the development process. The practical recommendations will include a discussion of Ely’s (1999) conditions that facilitate the implementation of innovations. These conditions include developing a sense of dissatisfaction with the status quo, providing sufficient time to become familiar with a new technology, and generating meaningful commitment to the project by upper level managers. Also included in the practical recommendations will be a brief discussion of various organizational components that enable the introduction of innovations (Surry, Ensminger, & Haab, 2005). These components include the development and maintenance of an adequate infrastructure of supporting technologies, an emphasis on shared decision making, and ongoing support systems. Other recommendations to be discussed in this chapter will be derived from rapid prototyping models of development (e.g., Tripp & Bichelmeyer, 1990) and recent surveys of user-centered design methods.

Navigating Kaupapa Māori Fields of Knowledge

2019 ◽  
Author(s):  
Angus Macfarlane ◽  
Sonja Macfarlane ◽  
Toby Curtis
Keyword(s):  
Cultural Awareness ◽  
Ways Of Knowing ◽  
Theoretical Models ◽  
Power Sharing ◽  
Social Scientists ◽  
Political Analysis ◽  
Kaupapa Māori ◽  
Research Findings ◽  
Indigenous Ways Of Knowing ◽  
Partnership Approach

In the context of Māori and Indigenous ways of knowing, a recurring theme in professional educative discourse is the notion that it would be advantageous for educators and researchers to attain enhanced understandings of Māori worldviews, Maōri histories, Maōri experiences of struggle, Māori lived realities—and of the nascent, yet optimistic, contentions by Māori about their roles in theoretical developments and educational jurisdictions. How might adopting a power-sharing partnership approach within these parameters strengthen research endeavors? How might such an approach be mutually beneficial? How might it be monitored? These and other questions continue to be posed by Māori. What is consistently being recommended by Māori is the need for researchers to broaden and deepen their awareness and respect for knowledge that flows from different, yet potentially complementary, streams—in this case, the Māori and Western knowledge streams. Progress is happening, but it is not embedded within the culture or research that is with, about and for Māori. We argue that it is now timely for social scientists, cultural critics, political analysis, research funders, and academics to move from commentary to commitment. In this article, the authors propose that by exploring Māori philosophies and developing a deeper and more meaningful understanding of theoretical models that can potentially enhance and deepen cultural awareness, both Māori and non-Māori researchers can be assisted and supported, in their respective fields, to achieve more culturally robust, inclusive, and sustainable research findings. Such models provide frameworks—in essence, an adaptable set of options—for research operations that acknowledge voices, histories, and contributions and thereby support both cultural enhancement and culturally safe research practice.

scholarly journals Does implementing a new intervention disrupt use of existing evidence-based autism interventions?

Autism ◽  
2020 ◽  
Vol 24 (7) ◽  
pp. 1713-1725 ◽  
Author(s):  
Melanie Pellecchia ◽  
Rinad S Beidas ◽  
Gwendolyn Lawson ◽  
Nathaniel J Williams ◽  
Max Seidman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Child Outcomes ◽  
Qualitative Interviews ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Year ◽  
One To One

This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers’ use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate changes in teachers’ use of evidence-based practices across the school year for those who received TeachTown:Basics versus those assigned to control. Both groups received training and implementation support to deliver three well-established evidence-based practices for autism spectrum disorder. Qualitative interviews were conducted with 25 teachers who used TeachTown:Basics to better understand their experience. Compared with teachers in the control group, teachers in the TeachTown:Basics group reported significantly less growth over the 9-month period in their use of evidence-based practices that require one-to-one instruction ( ps < 0.05), but no difference in their reported use of evidence-based practices that do not involve one-to-one instruction ( p = 0.637). Qualitative interviews indicated that teachers viewed TeachTown:Basics as an effective substitute for one-to-one instruction because it was less burdensome, despite the lack of support for TeachTown:Basics’ effectiveness. Before introducing new practices, education leaders should carefully consider both evidence of effectiveness and the potential impact on the use of other evidence-based practices. Lay abstract Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions’ complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes.

scholarly journals The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know

2020 ◽  
Vol 51 (4) ◽  
pp. 939-954
Author(s):  
Carol Moxam
Keyword(s):  
English Language ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Spelling Development ◽  
Spelling Intervention ◽  
Shared Goal ◽  
Collaborative Working

Purpose Speech-language pathologists (SLPs) working within the pediatric field will find themselves working with school-age children and consequently collaborating with teaching staff. Knowledge of the links between language, speech, and literacy can support and inform successful collaboration between the SLP and the teacher and their shared goal of facilitating the school-age child in accessing the curriculum. To facilitate and develop the collaborative working practices of SLPs working with school-age children and teaching staff, it is helpful, to both parties, to develop and extend their explicit understanding of the link between language, speech, and spelling. Method In this tutorial, I describe how verbal and written speech and language skills are inextricably linked and key to spelling development and progress. I will (a) discuss the complexities of spelling in the English language; (b) describe the links between language, speech, and spelling; and (c) propose a linguistically informed approach to spelling intervention. Conclusion SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.

Upending the status quo: Power-sharing and community building in Schitt’s Creek

2020 ◽  
Vol 15 (2) ◽  
pp. 148-161
Author(s):  
Katharine Schaab
Keyword(s):  
Collective Action ◽  
Community Building ◽  
Wealth Inequality ◽  
Status Quo ◽  
Power Sharing ◽  
Multiple Perspectives ◽  
Rural Town ◽  
The World ◽  
The Status ◽  
Unequal Access

In the CBC sitcom Schitt’s Creek, a family adjusts to living in a small, rural town after losing their fortune. While Schitt’s Creek embraces the ‘fish out of water’ trope, the series explores a community’s efforts to build equity and empathy across difference. This article argues characters undergo a philosophical shift – from understanding power as an all-or-nothing proposition to an approach that values multiple perspectives and just collective action. Noting the severity of wealth inequality and unequal access to resources around the world, the series shows possibilities for growth and recovery when the status quo has been upended.

Combating marine invasive alien species effectively in Australia

2021 ◽  
Vol 24 (1) ◽  
pp. 41-65
Author(s):  
Kenny Ng
Keyword(s):  
Alien Species ◽  
Invasive Alien Species ◽  
Marine Ecosystem ◽  
Legal Framework ◽  
Power Sharing ◽  
The Status ◽  
Marine Invasive Species ◽  
Negative Impacts ◽  
Marine Alien Species ◽  
Impact On Biodiversity

Marine invasive alien species are sea-based organisms that are non-native to a marine ecosystem, and which can or have spread to a degree that has an adverse impact on biodiversity and human livelihoods. In a globalized and inter-connected world, the threats posed by marine invasive alien species are here to stay. Accordingly, it often has been lamented that the threats from marine alien species are too difficult to combat effectively. In Australia, these threats are exacerbated by the country's unique characteristics such as its sheer size, as well as its geographical and historical isolation from the rest of the world. More importantly for the purposes of this article, Australia's unique constitutional framework that entrenches its national system of federalism has led to complex power-sharing arrangements between the Commonwealth, and the State and Territory governments in the management of invasive alien species, which are arguably inadequate to combat marine invasive alien species effectively. In Australia, laws have been made to manage only one vector of marine invasive species, ballast water from vessels, but not for other vectors. This article analyses how marine invasive alien species are currently managed within the Australian legal framework, and discusses what can be done to improve the status quo in order effectively to control the spread of such foreign organisms. It argues with optimism that marine invasive alien species can be effectively managed under a strong legal framework that seeks to prevent their occurrence and minimize the negative impacts of their occurrence. Such a legal framework consists of sound domestic laws and institutions, the effects of which can be enhanced by greater international cooperation.

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