The More We Get Together: Improving Collaboration between Educators and Their Lawyers

1997 ◽  
Vol 67 (3) ◽  
pp. 531-583 ◽  
Author(s):  
Jay Heubert
Keyword(s):  
School Reform ◽  
School Leadership ◽  
Professional Education ◽  
Alternative Dispute Resolution ◽  
Educational Opportunity ◽  
Interprofessional Collaboration ◽  
School Law ◽  
Scarce Resources ◽  
Client Education ◽  
Governance School

Effective collaboration between educators and their lawyers increasingly influences such central educational matters as school governance, school reform, equality of educational opportunity, school leadership, and allocation of scarce resources. In this article, Jay Heubert demonstrates the growing need for such collaboration. Examining scholarship on professional education, interprofessional collaboration, preventive law, alternative dispute resolution, and client education, he identifies many factors that can promote or impede close, ongoing educator-lawyer interaction. Heubert argues that lawyers, educators, and the schools that train them can do a great deal to improve collaboration, and offers many specific recommendations. He concludes by calling for more balance in school law research in order to focus less on how courts treat education cases and more on how good lawyer-educator collaboration can improve education and reduce the need for litigation in the first place.

Governance, school reform and change management

2017 ◽  
Author(s):  
John Holmwood ◽  
Therese O’Toole
Keyword(s):  
School Reform ◽  
Change Management ◽  
School Leadership ◽  
School Management ◽  
School Governance ◽  
Local Education Authority ◽  
Proper Role ◽  
Governance School ◽  
Education Authority

This chapter looks at the changing governance of English schools. The discussion of the policy context pointed to the ‘heterarchic’ nature of school governance in Birmingham, and elsewhere, as a consequence of the emergence of new arrangements for school management and governance associated with the government's academies programme, which occurred alongside the continuation of existing arrangements for the structure and management of schools. These combined to create substantial regulatory confusion over the proper role of the Local Education Authority (LEA), the DfE, school governors and school leadership. It was in these unclear circumstances that the role of Park View in taking over the leadership of other schools, or the expression of Islam in the schools, were presented as evidence of a sinister process of Islamification.

scholarly journals “Mainstreaming” Interprofessional Education within Hospital Settings: Findings from a Multiple Case Study

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Elisa Hollenberg ◽  
Scott Reeves ◽  
Mary Agnes Beduz ◽  
Lianne Jeffs ◽  
Debbie Kwan ◽  
...  
Keyword(s):  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Organizational Outcomes ◽  
Evaluation Framework ◽  
Management Support ◽  
Realistic Evaluation ◽  
Protected Time ◽  
Wide Range ◽  
Insight Into

AbstractBackground: Interest in interprofessional education (IPE) to promote effective interprofessional collaboration (IPC) has gained momentum across healthcare, professional education, and government sectors. In general, the IPE literature tends to report single-site studies. This article presents a rare study that reports a largescale multi-site IPE initiative. It draws upon a newly developed notion of mainstreaming—introduced to the literature by Barr and Ross—that helps illuminate the implementation issues related to an IPE initiative.Methods and Findings: A realistic evaluation framework was employed to explore the overarching impact of this large initiative (involving 6 IPE programs within 13 hospitals) on the teaching hospital network in which it was implemented. Qualitative methods were used to gather a total of 142 interviews with program leaders, facilitators, and learners. Findings provide insight into the mainstreaming of IPE in relation to educational, professional, and organizational outcomes. Educational outcomes detail how inter-organizational partnerships developed among hospitals with the sharing of ideas and resources for implementing IPE and IPC. Professional outcomes describe learners’ experiences of increased awareness of the policy agenda and the meanings and value they attach to IPE and IPC. Organizational outcomes demonstrate that interprofessional champions with senior management support and protected time were core mainstreaming elements, and yet participants outlined a range of concerns and desires for the sustainability of this IPE initiative.Conclusions: This article provided empirical insight into the perceptions, ideas, and experiences of IPE from a wide range of program developers, facilitators, and attendees. Barr and Ross’ concept of mainstreaming and the use of a realistic evaluation framework provide a useful way to illuminate the processes and outcomes of implementing a large multi-institutional IPE initiative.

scholarly journals The school system reform in 1958-1964: challenges and miscalculations

2020 ◽  
Vol 9 (1) ◽  
pp. 200-205
Author(s):  
Aleksandr Ivanovich Repinetskiy ◽  
Viktor Vasilevich Ryabov
Keyword(s):  
School Reform ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Professional Education ◽  
System Reform ◽  
Industrial Training ◽  
Industrial Enterprises ◽  
Education Of Students ◽  
Further Development

The paper considers the reasons for the educational system reform in the late 1950s, which began with the adoption of the law Strengthening the connection of school with life and further development of the national educational system in the USSR. The main propositions of the secondary school reform included labor polytechnic schools establishments where students were supposed to get profession along with the study of general education subjects. The period of study at a secondary school was supposed to be three years (grades 9, 10, 11). Schools and industrial enterprises where industrial training was to take place were not ready to organize industrial training. Despite the extensive campaign, the perception of the reform in society was controversial. The reform did not achieve its main goal - schools could not carry out pre-professional education of students.

scholarly journals BEHAVIORAL HEALTH WORKFORCE DEVELOPMENT TO IMPROVE DEMENTIA CARE IN INTEGRATED PRIMARY CARE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S379-S380
Author(s):  
Laura O Wray ◽  
Bonnie M Vest ◽  
Laura Levon Brady ◽  
Paul R King
Keyword(s):  
Primary Care ◽  
Behavioral Health ◽  
Workforce Development ◽  
Professional Education ◽  
Interprofessional Collaboration ◽  
Dementia Care ◽  
Veterans Health ◽  
Health Providers ◽  
Health Administration ◽  
People With Dementia

Abstract People with dementia (PwD) receive most of their health care in primary care, yet timely recognition and optimal management of dementia in that setting continues to be challenging. Implementation of primary care medical home models in the Veterans Health Administration (VHA) holds promise for improving quality and coordination of dementia care through interprofessional collaboration. Integrating behavioral health providers (BHPs) into primary care may help to support the care of people with dementia and their families. However, most integrated BHPs have a generalist training background and likely require professional education to address the unique needs of patients with dementia. We will describe findings from a national VHA education needs survey of integrated BHPs and an in-depth qualitative study examining primary care for PwD in two large VHA healthcare systems. We will discuss how geriatric experts can serve as trainers to address current gaps in primary care of PwD.

Micropolitics in School Leadership

2020 ◽  
Author(s):  
Jane Clark Lindle
Keyword(s):  
Policy Implementation ◽  
School Leadership ◽  
Teaching And Learning ◽  
School Personnel ◽  
The United States ◽  
Power Structures ◽  
Scarce Resources ◽  
Governmental Agencies ◽  
English Speaking ◽  
High Engagement

The concept of micropolitics in schooling originated in the latter part of the 20th century and contrasted macropolitical analyses of central ministries’ directives, primarily in English-speaking education systems, with more localized forms of governance, as in the United States. Either form of educational governance envelops daily interactions among governmental agencies, school personnel, and stakeholders. As political scientists long have studied macropolitics, sociologists and educationists focused on micropolitics found in schools’ short- and long-term decisions. Typical decisions, which generate micropolitics, include how schools carry on teaching and learning and range from formalized policy implementation to negotiations over scarce resources as big as allocation of teacher–pupil ratios and as momentary and small as distribution of paper and pencils. Given its local focus, scholars of micropolitics assume that the conditions of schooling generate and sustain persistent conflict, and thus they study how such conflict surfaces, who participates, who wins or loses, and what roles school leaders play. Conflicts surround schools’ internal and external communities’ power structures. The power players, groups and individuals, contest the purposes of schooling and work to influence their agenda. These influential moves may reshape macro-policies and directives, making policy implementation a localized project. Internal and external constituencies struggle over resource allocation, frequently under conditions of scarcity, which provides an arena for investigating decision participation. As with studies in macropolitics, the methods vary with the research questions. Because of the high-engagement dynamics in the study of micropolitics in schools, discursive methods that focus on communications, relationships, and media dominate these studies.

School Leadership that is Informed by Students’ and Teachers’ Voices of Hope: Reclaiming Our Lost Ways from an Australian Perspective

2005 ◽  
Vol 15 (2) ◽  
pp. 130-142
Author(s):  
John Smyth
Keyword(s):  
School Reform ◽  
Student Learning ◽  
School Leadership ◽  
Paradigm Shift ◽  
Current Direction

This article1 provides both a critique and a more hopeful alternative to the current direction in school leadership. The central framing argument, written from an Australian perspective, is that dominant regimes of school leadership within current school reform approaches are failing because of their inability to listen to the voices of students and teachers. Illustrations are presented from Australian research indicating that when school leadership and improvement are conceptualized and enacted around student learning rather than around management, testing, fear, punishment, and accountability, then genuine change is possible, particularly for students from the most disadvantaged backgrounds. For this to happen, however, there needs to be a courageous paradigm shift and the development of a “vocabulary of hope” with which to conceive of, and think about, schools. For this kind of leadership reform to become widespread, there must be a willingness to confront and question for whom schools primarily exist.

scholarly journals Supporting Interprofessional Collaboration in Scotland through a Common Standards Framework

2005 ◽  
Vol 3 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Donald Christie ◽  
Joan Menmuir
Keyword(s):  
Professional Education ◽  
Interprofessional Collaboration ◽  
Professional Standards ◽  
Initial Teacher Education ◽  
Allied Health Professions ◽  
Policy Initiatives ◽  
Multidisciplinary Practice ◽  
Common Framework ◽  
Professional Practitioners ◽  
And Training

The context of this article is the emergence of a new orthodoxy of interprofessional collaboration and multidisciplinary practice in the caring professions. Several current policy initiatives in Scotland, especially in relation to services for children, illustrate this trend, which is evident on an international scale. The article considers the nature of the challenge to models of professionalism represented by interprofessional collaboration. The contentious issue of whether it is appropriate to attempt to define standards of professionalism is examined. In particular, arguments for and against the articulation of a common framework of professional standards are analysed. The model of professionalism adopted in The Standard for Initial Teacher Education in Scotland is explained and the shared features in the equivalent standards in the fields of nursing, other allied health professions and social work are outlined. The potential value of a common standards framework is analysed in terms of how such a framework might help to overcome barriers to interprofessional collaboration. It is argued that defining professional standards need not diminish or demean professionalism. On the contrary, it is possible to create a common standards framework which can serve to enhance professionalism by enabling professional practitioners to ‘re-story’ themselves and at the same time engage effectively in dialogue with colleagues in other professions with whom they are expected to collaborate. The potential implications of a common standards framework for patterns of professional education and training are discussed.

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monica Carlsson
Keyword(s):  
School Reform ◽  
Instructional Leadership ◽  
School Leadership ◽  
Well Being ◽  
Content Type ◽  
Management By Objectives ◽  
Danish School ◽  
Viable Approach ◽  
Empirical Foundation

PurposeThe purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and well-being.Design/methodology/approachAn analysis of central policy documents in the reform as well as research reports examining the role of leadership in the implementation of the reform offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform.FindingsThe analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers with regard to realizing policy intentions of strengthening instructional leadership, such as encroaching upon pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform.Research limitations/implicationsThe papers' theoretical and empirical foundation is rooted in Danish and Scandinavian perspectives on schooling, and thus the generalizability of the findings may be limited to countries with similar perspectives or “packages of expectations” on linking school leadership, learning and well-being.Originality/valueThe paper provides an original contribution through its engagement with the tensions inherent in the specific “package of expectations” and new demands on school leadership in the 2014 school reform.

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