scholarly journals Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative

2016 ◽  
Vol 36 (6) ◽  
pp. 101-111 ◽  
Author(s):  
C. D. Willis ◽  
J. K. Greene ◽  
A. Abramowicz ◽  
B. L. Riley
Keyword(s):  
Public Health ◽  
Action Research ◽  
Grey Literature ◽  
Knowledge Exchange ◽  
Health Agency ◽  
Shared Vision ◽  
Learning Needs ◽  
Action Research Project ◽  
Improvement Strategy ◽  
Research Initiative

Introduction The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods The learning and improvement strategy for the CCDP’s multi-sectoral partnership initiative was informed by (1) consultations with CCDP staff and senior management, and (2) a review of conceptual frameworks to do with multi-sectoral partnerships. Consultations explored the development of the multi-sectoral initiative, barriers and facilitators to success, and markers of effectiveness. Published and grey literature was reviewed using a systematic search strategy with findings synthesized using a narrative approach. Results Consultations and the review highlighted the importance of understanding partnership impacts, developing a shared vision, implementing a shared measurement system and creating opportunities for knowledge exchange. With that in mind, we propose a six-component learning and improvement strategy that involves (1) prioritizing learning needs, (2) mapping needs to evidence, (3) using relevant datacollection methods, (4) analyzing and synthesizing data, (5) feeding data back to CCDP staff and teams and (6) taking action. Initial learning needs include investigating partnership reach and the unanticipated effects of multi-sectoral partnerships for individuals, groups, organizations or communities. Conclusion While the CCDP is the primary audience for the learning and improvement strategy, it may prove useful for a range of audiences, including other government departments and external organizations interested in capturing and sharing new knowledge generated from multi-sectoral partnerships.

Reflections on an Action Research Project: Improving Understanding of Art Terminology with a Low-ability Year 8 Class

2017 ◽  
Vol 19 (1) ◽  
pp. 156-170
Author(s):  
Hannah Thomas
Keyword(s):  
Action Research ◽  
Formative Assessment ◽  
Methodological Approach ◽  
Practitioner Research ◽  
Learning Needs ◽  
Action Research Project ◽  
Research Project ◽  
Assessment Strategies ◽  
Low Ability

Formative assessment is known to have an impact on pupil attainment (Hattie, 2012; Black et al., 2004; Wiliam, 2011). As such it is frequently written about, and its importance was reiterated throughout my Initial Teacher Training (including a module on formative assessment) and subsequent professional development programmes. This article reports on an action research project working with my low-ability Year 8 class, many of whom have Additional Learning Needs (ALN). I developed, implemented and evaluated formative assessment strategies aimed at improving motivation, confidence and the quality of the work made by these pupils. As Bell (2010: 6) states, action research is 'carried out by practitioners who have themselves identified a need for change or improvement'. My particular concern was the gap in understanding, motivation and progress between the pupils in my low-ability Year 8 class and mainstream classes. In this article I will, first, briefly discuss my methodological approach and the key literature that informed the decisions I made. I will then discuss the findings, and give more detail on the process of the development of the intervention. In conclusion I consider the importance of practitioner research for teachers and teaching.

Building Knowledge Exchange Capacity in a Small UK University

2012 ◽  
Vol 26 (3) ◽  
pp. 251-263
Author(s):  
Sally Fowler Davis
Keyword(s):  
Action Research ◽  
Organizational Development ◽  
Academic Staff ◽  
Knowledge Exchange ◽  
Exchange Capacity ◽  
Action Research Project ◽  
Learning And Teaching ◽  
Initial Survey ◽  
Academic Workforce ◽  
The Uk

The UK's university sector is seeking to improve its participation in the knowledge economy and meet policy and financial imperatives. This paper reveals some of the opportunities and pitfalls in making that objective a reality in the context of a single university. The findings and organizational development resulting from an action research project undertaken in a small learning and teaching oriented university in the UK are outlined. The aim of the research was to facilitate an increased capacity for knowledge exchange and participation in enterprise activity. Action research was undertaken in a single organization and in collaboration with the university's academic workforce. The outcomes of an initial survey and a series of interviews were used to create a strategic proposal for developing knowledge exchange. The data revealed that a predominantly professionally-oriented academic staff was prepared to accept external engagement and was not averse to commercial outcomes for knowledge exchange. In contrast, the senior management was unwilling to establish systems and processes or enable organizational learning for knowledge exchange until a complete system restructure had been implemented; and this resulted in a very senior appointment (Pro Vice-Chancellor) being made, to lead external engagement.

scholarly journals Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications

EL LE ◽  
2020 ◽  
Author(s):  
Fabiana Fazzi
Keyword(s):  
Action Research ◽  
Secondary Teachers ◽  
Museum Education ◽  
Shared Vision ◽  
Action Research Project ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Successful Design ◽  
Museum Staff ◽  
Practical Implications

The aim of this article is to investigate stakeholders’ perceptions as regards the integration of CLIL and museum education and outline the main methodological implications. Lately, Italian museums have started offering CLIL learning programmes aimed at school groups. However, there is very little research on the affordances, issues and practical implications of integrating CLIL and museum-based pedagogies. To help fill this gap, an action research project was initiated, which involved university experts, museum staff and upper secondary teachers and students. This study focuses on the museum staff’s interview data, and reveals that successful design of CLIL museum programmes depends on different elements, such as a shared vision for CLIL and strong school-museum collaboration.

scholarly journals Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam

2020 ◽  
Vol 45 (7) ◽  
pp. 94-113
Author(s):  
Tung Ngoc Vu ◽  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Educators ◽  
Teacher Agency ◽  
Learning Needs ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Cultural Economic ◽  
Positive Attitudes

Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.

scholarly journals Looking Back to Move Forward: Canadian Occupational Therapy In Public Health, 1914–2019

2021 ◽  
Vol 88 (1) ◽  
pp. 48-58
Author(s):  
Kathryn E. Lewis ◽  
Michelle J. Lehman ◽  
Lynn Cockburn
Keyword(s):  
Public Health ◽  
Occupational Therapy ◽  
Thematic Analysis ◽  
Grey Literature ◽  
Shared Vision ◽  
Social Forces ◽  
Historical Events ◽  
Potential Benefits ◽  
Barriers To Collaboration ◽  
Looking Back

Background. Decades of literature demonstrate that occupational therapy is well-suited to collaborate with public health due to overlapping views of health. However, there has been little collaboration between these professions with few examinations of why they remain distinct. Purpose. This study examines historical events that have led to the present-day separation of occupational therapy and public health. Method. This narrative review and thematic analysis of the scholarly, archival, and grey literature was conducted to examine the development of both fields. Findings. Fifty texts were analyzed revealing four themes: the influence of structural and social forces; professional, societal, and institutional hindrances; potential for a shared vision; and next steps for integration. These themes highlight historical barriers to collaboration and provide evidence that occupational therapy could benefit public health. Implications. Collaboration between occupational therapy and public health has many potential benefits, however new approaches to bridge the divide are needed to advance collaboration.

scholarly journals Global seroprevalence of SARS-CoV-2 antibodies: a systematic review and meta-analysis

2020 ◽  
Author(s):  
Niklas Bobrovitz ◽  
Rahul Krishan Arora ◽  
Christian Cao ◽  
Emily Boucher ◽  
Michael Liu ◽  
...  
Keyword(s):  
Public Health ◽  
Systematic Review ◽  
General Population ◽  
Cumulative Incidence ◽  
Meta Analysis ◽  
Grey Literature ◽  
Health Agency ◽  
Test Accuracy ◽  
Seroprevalence Data ◽  
National Studies

AbstractBackgroundStudies reporting estimates of the seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies have rapidly emerged. We aimed to synthesize seroprevalence data to better estimate the burden of SARS-CoV-2 infection, identify high-risk groups, and inform public health decision making.MethodsIn this systematic review and meta-analysis, we searched publication databases, preprint servers, and grey literature sources for seroepidemiological study reports, from January 1, 2020 to August 28, 2020. We included studies that reported a sample size, study date, location, and seroprevalence estimate. Estimates were corrected for imperfect test accuracy with Bayesian measurement error models. We conducted meta-analysis to identify demographic differences in the prevalence of SARS-CoV-2 antibodies, and meta-regression to identify study-level factors associated with seroprevalence. We compared region-specific seroprevalence data to confirmed cumulative incidence. PROSPERO: CRD42020183634.FindingsWe identified 338 seroprevalence studies including 2.3 million participants in 50 countries. Seroprevalence was low in the general population (median 3.2%, IQR 1.0-6.4%) and slightly higher in at-risk populations (median 5.4%, IQR 1.5-18.4%). Median seroprevalence varied by WHO Global Burden of Disease region (p < 0.01), from 1.0% in Southeast Asia, East Asia and Oceania to 18.8% in South Asia. National studies had lower seroprevalence estimates than local (p = 0.02) studies. Compared to White persons, Black persons (prevalence ratio [RR] 2.34, 95% CI 1.60-3.43) and Asian persons (RR 1.56, 95% CI 1.22-2.01) were more likely to be seropositive. Seroprevalence was higher among people ages 18-64 compared to 65 and over (RR 1.26, 95% CI 1.04-1.52). Health care workers had a 1.74x (95% CI: 1.18-2.58) higher risk compared to the general population. There was no difference in seroprevalence between sexes. There were 123 studies (36%) at low or moderate risk of bias. Seroprevalence estimates from national studies were median 11.9 (IQR 8.0 - 16.6) times higher than the corresponding SARS-CoV-2 cumulative incidence.InterpretationMost of the population remains susceptible to SARS-CoV-2 infection. Public health measures must be improved to protect disproportionately affected groups, including non-White people and adults. Measures taken in SE Asia, E Asia and Oceania, and Latin America and Caribbean may have been more effective in controlling virus transmission than measures taken in other regions.FundingPublic Health Agency of Canada through the COVID-19 Immunity Task Force.

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