Align and Redesign

2016 ◽  
pp. 186-224 ◽  
Author(s):  
Laura Weisel ◽  
Margaret Becker Patterson ◽  
Meryl Becker-Prezocki ◽  
Jeff Fantine
Keyword(s):  
Professional Development ◽  
Coming Out ◽  
Student Persistence ◽  
Family Literacy ◽  
Program Staff ◽  
New Type ◽  
Study Support ◽  
Type Of Delivery ◽  
Method Approach

This chapter emphasizes the design and evaluation of a system redesign initiative which included a unique professional development component for program staff within a comprehensive, multi-year initiative of Wyoming Adult Education and Family Literacy (AEFL) programs. Align and Redesign's (A & R) goals in Wyoming were transforming AEFL services to a new type of delivery system, with greater student persistence, improved academic gains, increased social capital skills and successful transitions to college or careers. A & R involved intense professional development for all program directors and instructors. In short, the system was refocused and rebuilt to redesign services. A key question coming out of the substantial training investments Wyoming made in A & R is whether the investments were well spent. Using a mixed-method approach, AEFL transformation is evaluated quantitatively and qualitatively. Preliminary data indicate that something powerful is happening. Findings of the Wyoming case study support replication of Align & Redesign in other states and locations.

A case study evaluation of a community multidisciplinary team in South East England using a mixed-method approach

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711569
Author(s):  
Jessica Wyatt Muscat
Keyword(s):  
Mental Health ◽  
Mixed Method ◽  
Social Care ◽  
Free Form ◽  
Normalisation Process Theory ◽  
Multidisciplinary Teams ◽  
Mixed Method Approach ◽  
Health And Social Care ◽  
Method Approach

BackgroundCommunity multidisciplinary teams (MDTs) represent a model of integrated care comprising health, social care, and the voluntary sector where members work collaboratively to coordinate care for those patients most at risk.AimThe evaluation will answer the question, ‘What are the enablers and what are the restrictors to the embedding of the case study MDT into the routine practice of the health and social care teams involved in the project?’MethodThe MDT was evaluated using a mixed-method approach with normalisation process theory as a methodological tool. Both quantitative and qualitative data were gathered through a questionnaire consisting of the NoMAD survey followed by free-form questions.ResultsThe concepts of the MDT were generally clear, and participants could see the potential benefits of the programme, though this was found to be lower in GPs. Certain professionals, particularly mental health and nursing professionals, found it difficult to integrate the MDT into normal working patterns because of a lack of resources. Participants also felt there was a lack of training for MDT working. A lack of awareness of evidence supporting the programme was shown particularly within management, GP, and nursing roles.ConclusionSpecific recommendations have been made in order to improve the MDT under evaluation. These include adjustments to IT systems and meeting documentation, continued education as to the purpose of the MDT, and the engagement of GPs to enable better buy-in. Recommendations were made to focus the agenda with specialist attendance when necessary, and to expand the MDT remit, particularly in mental health and geriatrics.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

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