Strategic ambiguity in the role development process     

Katherine Miller  Lori Joseph  Julie Apker 《Journal of Applied Communication Research》2013,41(3):193-214

Today's turbulent business and social environment often compels organizations to adopt internal programs that will help them cope with complexity. One organizational sector in which this is particularly true is the health care industry, as managed care programs and competitive forces have changed the way hospitals and clinics operate. This study looks at a specific organizational program designed to cope with these industry changes and considers the impact of the program on the nurses involved. Drawing on theory and research on role development and strategic ambiguity, this case analysis looks at a hospital system in which the nursing role of “care coordinator”; was defined in a strategically ambiguous way. After analyzing interviews with 19 care coordinators, conclusions are drawn regarding affective reactions to strategic role ambiguity, behavioral adaptation to strategic role ambiguity, and the importance of conceptualizing role ambiguity as a systemic process.  相似文献   

Unescorted in Africa: Victorian Women Ethnographers Toiling in the Fields of Sensational Science     

Julie English Early 《Journal of American culture (Malden, Mass. : 2003)》1995,18(4):67-75

  相似文献   

Ronald E. Sturt 1921–2003     

David Matthews 《Health information and libraries journal》2003,20(2):127-128

  相似文献   

Promoting inner stillness: the value of a self-discovery programme for children with social, emotional and behavioural difficulties     

Lesley Cullen-Powell  Julie Barlow 《British Journal of Special Education》2005,32(3):138-144

Dr Lesley Cullen-Powell and Professor Julie Barlow are both chartered health psychologists and both work at the Interdisciplinary Research Centre in Health at Coventry University where Lesley Cullen-Powell is a research fellow and Julie Barlow is a director. In this article, they assess the benefits of a 'self-discovery programme' for children aged six to seven years attending one mainstream primary school. Staff at the school selected 18 pupils, many of them considered to be at risk of exclusion, to participate in the study. The children were allocated either to an 'intervention' or 'non-intervention' group. The children in the intervention group experienced the self-discovery programme over two terms.
Results suggest that the programme was well received by the children. They became more confident, respectful and calm and they displayed less aggressive behaviours during the self-discovery programme. Lesley Cullen-Powell and Julie Barlow are cautious in the interpretation of their findings, but suggest that the self-discovery programme has the potential to help children to feel more positive about themselves and their peers and to re-engage with learning. The authors argue that a wider implementation of the programme, with a controlled study, is now required to evaluate the self-discovery programme in more depth and detail.  相似文献   

M. Joy Lewis MBE 1930–2007     

David Matthews 《Health information and libraries journal》2007,24(4):303-304

  相似文献   

Provision for Children with Speech and Language Difficulties in Tanzania     

Julie Marshall 《International Journal of Disability, Development & Education》1997,44(4):341-365

Knowledge about paediatric speech and language difficulties, training for and contact with children with such problems and views on service developments were explored using a written questionnaire, completed by 84 Tanzanian health and education professionals. Additionally, two sets of interviews were carried out, one with a subset of questionnaire respondents and another with a group of 14 health/education planners and administrators. Results showed that whilst only 41 % of respondents had received training about speech and language difficulties, 68% considered themselves to be responsible for assisting children with such problems. Levels of knowledge were significantly higher in the special education group, but were not significantly related to training, exposure to speech and language therapists, or professional responsibility. However, knowledge levels were significantly related to daily contact with children with speech and language difficulties. No evidence of research or planning for children with such difficulties was discovered. Views on service provision favoured educational over health‐based provision. Qualitative information on attitudes and beliefs about speech and language difficulties did not contradict previous data on disabilities. The implications for Tanzania and other similar countries are discussed. Improvements to the questionnaire are discussed. More data are needed in order to facilitate appropriate service development.  相似文献   

A Bibliography for Philosophy and Constructivism in Science Education     

Matthews  Michael R. 《Science & Education》1997,6(1-2):197-201

The research literature on educational constructivism is voluminous (see the Carmichael (1990) Pfundt & Duit (1994) and Driver et al. (1994b) bibliographies cited below). The research - in both the Piagetian and Alternative Conception traditions - covers children's learning, cognitive development, curriculum development, classroom practices, teacher education, and much else. There is a further enormous literature on constructivism in philosophy of science (see Leplin (1984) and Churchland & Hooker (1985)), and on constructivism in the sociology of science (see Brown (1984), McMullin (1988, 1992). In turn these latter literatures overlap with the ocean of writing on post-modernist theory of knowledge and cognition (see Gross & Levitt (1994)). The following references relate mostly to educational constructivism, and then, with some exceptions, to articles that address epistemological and philosophical matters in science education. Even so it is not an exhaustive list, but hopefully it will be useful for teachers and researchers in the field. The author welcomes additions or omissions being brought to his attention.  相似文献   

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献   

Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion     

Julie Sarno Owens  Madeleine E. Schwartz  William P. Erchul  Lina K. Himawan  Steven W. Evans  Erika K. Coles 《Journal of educational and psychological consultation》2017,27(4):411-436

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.  相似文献   

Women,Disability and Mental Distress     

Julie Yamanashi 《International Journal of Disability, Development & Education》2017,64(5):566-568

  相似文献