Mapping innovation dynamics in hospitals     

Faridah Djellal  Faïz Gallouj 《Research Policy》2005,34(6):817-835

This article draws on a notion of the hospital as a complex service provider and healthcare system hub in order to examine the question of innovation in hospitals. It puts forward a relatively simple framework for analysing hospital output, in which the medical function is incorporated into a complex system of other constituent services that make use of different types of technologies. This analytical framework is used to reveal the multiple sources of innovation and the main organising principles driving innovation within hospitals.  相似文献   

Reflective teaching online     

Faridah Pawan 《TechTrends》2003,47(4):30-34

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Sustaining collaboration: English-as-a-second-language, and content-area teachers   总被引：1，自引：0，他引：1  

Faridah Pawan  Jeremy H. Ortloff 《Teaching and Teacher Education》2011,27(2):463-471

This research is an investigation into English as a Second Language (ESL) and content area teachers’ perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development programs for ESL and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers. The researchers also sought to identify specific types of activities that emerged when the teachers were successful in working together.  相似文献   

Content-area teachers and scaffolded instruction for English language learners     

Faridah Pawan   《Teaching and Teacher Education》2008,24(6):1450-1462

Scaffolding provides content-area teachers (CATs) with an effective means to integrate language instruction into content-area instruction for English language learners (ELLs). Data for this study were derived from 33 CAT discussions while they were pursuing professional development in an American university classroom over 32 weeks. The discussions yielded 408 scaffolding statements that were coded and analyzed. The findings identified linguistic, conceptual, social and cultural scaffolding as part of the CATs’ personal practical knowledge. Also, the findings demonstrated that CATs’ knowledge of cultural scaffolding is limited in comparison to other scaffolding strategies. The findings have an impact on the nature of ELL instruction and its effectiveness.  相似文献