Social impact of participatory health research: collaborative non-linear processes of knowledge mobilization     

Tineke A. Abma  Tina Cook  Margaretha Rämgård  Elisabeth Kleba  Janet Harris  Nina Wallerstein 《Educational Action Research》2017,25(4):489-505

Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledge and epistemic injustice. Epistemic injustice is a situation wherein certain kinds of knowers and knowledge are not taken seriously into account to define a situation. The purpose of our article is to explore how health researchers can achieve social impact for a wide audience, involving them in a non-linear process of joint learning on urgent problems recognized by the various stakeholders in public health. In participatory health research impact is not preordained by one group of stakeholders, but the result of a process of reflection and dialog with multiple stakeholders on what counts as valuable outcomes. This knowledge mobilization and winding pathway embarked upon during such research have the potential for impact along the way as opposed to the expectation that impact will occur merely at the end of a research project. We will discuss and illustrate the merits of taking a negotiated, discursive and flexible pathway in the area of community-based health promotion.  相似文献   

Editorial     

Tina Cook  Brenda Roche 《Educational Action Research》2017,25(4):467-472

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Deciding to reveal sexual information and sexuality education in mother-daughter relationships     

Tina A. Coffelt 《Sex education》2017,17(5):571-587

Communication privacy management theory informed this study of nine mothers and their 18- or 19-year-old daughters who were interviewed to understand privacy rule foundations that influence their decisions to reveal or conceal sexual information. Findings reveal the salience of motivation and the risk–benefit ratio when making decisions about revealing or concealing private information. Namely, mothers may have many motivations to talk to their daughters, whereas daughters are motivated to discuss sex with a trusted source. Mothers’ perceived risks of talking about sex included judgement from other parents, and daughters were concerned about disappointing their parents. Additionally, a privacy rule emerged during joint mother–daughter interviews that stipulated ‘we talk about everything but the details’, and mothers volunteered their privacy rule acquisition of talking about sex with daughters differently from the ways their mothers talked to them. The findings augment sex education research by showing how mothers and daughters who talk about sex assess their decisions to do so.  相似文献   

Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention     

Tina L. Stanton-Chapman  Martha E. Snell 《Early childhood research quarterly》2011,26(3):303

The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.  相似文献   

Moving away from Specialisation     

Tina Detheridge 《British Journal of Special Education》1991,18(4):140-140

Tina Detheridge, national co-ordinator for special needs, National Council for Educational Technology (NCET), offers an overview of recent advances in technology for special needs.  相似文献   

An unlikely grouping? The vision of CHILL. Co‐operation between independent health libraries in London     

Craig T  Norman F 《Health information and libraries journal》2004,21(Z1):58-61

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Palmer, S. & Varma, V. (Eds.) (1997). The future of counselling and psychotherapy     

Tina Maria Ressell  Frederick D. Harper 《International journal for the advancement of counseling》2000,22(1):83-86

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Editorial     

Tina Cook 《Educational Action Research》2020,28(2):155-158

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A cultural approach to patriotism     

Marcus J. Coleman  Tina M. Harris  Kevin L Bryant  Carrie Reif-Stice 《Journal of International and Intercultural Communication》2018,11(3):173-191

This study explores an under-researched phenomenon of how African Americans communicate about patriotism via ordinary political conversation. We conducted two studies that offer a critical-qualitative analysis of how patriotism is colloquially articulated among African Americans. In study one, focus group interviews were conducted, transcribed, and analyzed using constant comparative method. In study two, we conducted a quantitative content analysis. The findings from study one revealed that there are three relational conceptualizations that help characterize one’s orientation to their nation (i.e., community: subordinate, guardian, and tumultuous). Participants expressed having an attachment to, identification with, and commitment to their communities.  相似文献   

Common pressures,same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England,France and Germany     

Tina M. Page 《师资教育杂志》2015,41(2):180-202

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.  相似文献