Examples Of Effective Practices Research Articles

Shipping containers and speed boats: exploring the contexts and relational spaces professionals navigate to safeguard young people from criminal exploitation

PurposeThis paper aims to present a mixed methods study of child criminal exploitation (CCE), particularly in the form of “county lines”, in three local authorities in southeast England. The data is analysed using a framework constructed from two relevant contextual and relational theories to understand experiences of CCE and the safeguarding responses undertaken to protect young people from harm.Design/methodology/approachData were drawn from a survey (n = 118); interviews (n = 5) and focus groups (n = 15) with professionals; interviews with parents (n = 4); and from secondary analysis of eight interviews with young people affected by criminal exploitation. The analytic framework was applied to the data to answer two research questions: what is the role and significance of young people’s interactions with peers, parents and professionals in their CCE trajectories; and how do professionals understand and address risks within contexts in which young people are exposed to CCE? The mixed methods data collected by the authors were coded and analysed using this framework.FindingsAlthough professionals were aware of contexts and relational power dynamics, the situated and temporal nature of CCE remained overlooked within safeguarding systems. Professionals required more space, time and support to fully and flexibly engage with young people and their families to increase safety.Originality/valueThere is limited research available that critically examines safeguarding responses to CCE in diverse geographic and cultural contexts. This paper contributes a critical account of how professionals might create connections and opportunities for change with young people, identifying structural constraints within practice systems alongside emerging examples of effective practice.

Understanding the role of cities and citizen science in advancing sustainable development goals across Europe: insights from European research framework projects

This paper examines the potential impact of citizen science on achieving SDGs in cities. The analysis focuses on projects funded through the European Research Framework Programmes that utilize citizen science practices to involve cities and citizens in addressing sustainability issues. We analyzed a total of 44 projects active between 2016 and 2027, encompassing both ongoing and completed projects. Instead of relying solely on existing literature, we utilized a project database called CORDIS to gather project information. This approach allowed us to develop a comprehensive framework by utilizing uniformly classified data from the database, which is not typically available in literature. Using a four-stage framework analysis method, we assessed the projects' thematic areas, goals, types of solution promoted or tested to address sustainability challenges, methodologies employed, and the impacts achieved or expected. Through this analysis, we identified successful collaborations between citizen science and cities, showcasing examples of effective practice where citizens and cities co-created and tested solutions that contribute to SDGs. This highlights the active role that citizens, as participants or citizen scientists, play in the transition toward SDGs. This study focuses on more than 100 European cities that have been involved in EU-funded research projects implementing and planning to conduct citizen science activities, which directly and indirectly link to various SDGs. Our findings reveal that citizen science practices in cities predominantly address SDG3 (Good health and wellbeing), 11 (Sustainable cities and communities), and 13 (Climate action). Cities that engage citizens in co-creating solutions can enhance their capacity to improve quality of life and reduce climate and environmental impacts. Citizen engagement at the city and community levels can bolster efforts toward achieving SDGs and monitoring progress on a city-wide scale. However, to fully integrate citizen science and its contribution to cities in achieving SDGs, further research is needed to align the SDGs formulated at the national level with those at the city level. This entails exploring how citizen science can align with SDGs indicators and the quantification of SDG targets. Such efforts will facilitate the mainstreaming of citizen science and its potential to drive progress toward SDGs in cities.

Building up formative assessment practices through action research: A study in early childhood teacher education

ABSTRACT Despite the developments and examples of effective practice, it is asserted that early childhood teachers encounter difficulties while utilizing formative assessment in their classrooms and the debate about how to achieve this continues. It is widely acknowledged that preservice teachers need research-based professional support to have sufficient competence in assessment when they graduate. In this study, collaborative action research for building preservice early childhood teachers’ formative assessment capabilities was examined. This qualitative study took place over one academic year. Observation notes, reflective journals, and interviews were used to gather data about preservice teachers’ experiences of formative assessment. The findings suggested that action research could be an important underpinning professional learning approach to support formative assessment practices in initial early childhood teacher education. More widely, action research is critically recommended in teacher learning and practice that involves systematic reflection, data-driven decision-making, and modification of practices.

Reducing preventable ED visits in patients with advanced NSCLC: Collective insights from three cancer centers.

337 Background: While many patients with advanced NSCLC have complex medical needs, emergency department (ED) visits may be preventable if clinicians predict, identify and treat symptoms early and deliver outpatient interventions. The Association of Community Cancer Centers (ACCC) evaluated how cancer centers participating in a multi-phase initiative found ways to reduce preventable ED visits in patients with advanced NSCLC. Methods: After holding QI workshops, ACCC followed-up with three centers located in AL, OK, and OH. These centers aimed to improve lung cancer symptom management, patient education, and care coordination related to the CMS Measure #OP-35 diagnoses: dehydration, diarrhea, emesis, nausea, pain, or pneumonia. Results: Patient Education and Reminders: Patients who undergo systemic treatment often need to be reminded to call their medical oncology team if they develop symptoms. Examples of effective practices include: a patient education and reminder campaign to “call-first” before visiting the ED; wallet cards with phone numbers; and ongoing reminders whenever patients come for infusion or clinician visits. Intensive Care Coordination: Some patients with advanced NSCLC may be “high risk” for ED utilization (eg, co-morbidities, social determinants, etc.). Intensive care coordination delivered by nurses may be directed specifically at these patients. Interventions may include scheduled phone calls and/or telehealth visits to assess symptoms and coordinate outpatient interventions. Immune-related Adverse Events (irAEs): Patients with advanced NSCLC may receive immune checkpoint inhibitors which may cause irAEs. Colitis may lead to dehydration, diarrhea, emesis, nausea; pneumonitis may be misdiagnosed as pneumonia. One center began using a patient symptom questionnaire delivered by a nurse navigator and managed 94% of irAE symptoms in the outpatient setting. Another center surveyed ED providers to assess gaps in identifying irAE symptoms an formed a multidisciplinary irAE work group to discuss patient management and facilitate increased awareness and early recognition. These efforts led to a series of education programs for ED staff. Early Palliative Care: Since early palliative care is associated with reduced ED utilization, one center streamlined palliative care referrals in the outpatient setting by developing an electronic pathway. 91% of patients with advanced cancer enrolled after initial consult; only 24% made an ED visit. Conclusions: While many ED visits are necessary, some may be preventable, especially if members of the multidisciplinary cancer care team risk-stratify patients, proactively identify and empower patients to “call first,” treat symptoms early, and provide early palliative care. The collective insights from these cancer centers provide guidance around sustainable strategies that can potentially reduce preventable ED visits.

Screening for adverse childhood experiences in antenatal care settings: A scoping review.

Adverse childhood experiences (ACEs) are associated with many health problems in women during pregnancy, including depression/anxiety, gestational diabetes and adverse birth outcomes. However, unlike other health risk factors, screening for ACEs has not been widely implemented in antenatal care settings. The aim of the scoping review was to explore the challenges in screening for ACEs in antenatal care settings and to provide the lessons learnt and evidence that guide the practice of ACE screening for both healthcare providers and pregnant women. A five-stage process for conducting the scoping review was utilised. Searches of four key databases (PubMed, PsycINFO, CINAHL and SCOPUS) and reference lists from relevant studies were conducted. Seven publications met the inclusion criteria. Challenges identified for healthcare providers in screening for ACEs include lack of knowledge and confidence in ACE tool and shortage of time and resources to undertake screening. Impediments for pregnant women include concerns about privacy. However, there were examples of effective practice for ACE screening in antenatal care settings that could apply widely. Addressing impediments to ACE screening is critical in implementing trauma-informed practices that can identify women at risk of adverse health outcomes during pregnancy. A study on screening for ACEs in antenatal care in both public and private settings is needed to examine its feasibility and acceptability in the Australian context before being included in the National Perinatal Data Collection.

Virtual clinical assessment in medical education: an investigation of online conference technology

As a result of the Covid-19 pandemic, medical education institutions were suddenly and unexpectedly faced with making significant changes in delivering their clinical assessments to comply with social distancing requirements and limited access to clinical education centres. Seeking a potential solution to these new circumstances, we designed, implemented and evaluated an online virtual OSCE, as a ‘proof of concept’ intervention study. Our qualitative research involved document analysis of the stages of decision-making and consultation in designing the intervention, and thematic analysis based on the perspectives and experiences of the key stakeholders (final year students, clinical examiners, simulated patients and faculty staff who acted as station assistants), gathered through surveys with Likert-scale questions and free text comments, and online discussion groups which were recorded and transcribed. From our analysis, we identified four themes: optimising assessment design for online delivery, ensuring clinical authenticity, recognising and addressing feelings and apprehensions, and anticipating challenges through incident planning and risk mitigation. Through the data gathered at each stage of the intervention, and the involvement of key stakeholders in the design and evaluation, our study highlights examples of effective practice for future applications of online technologies in assessment, provides guidance for designing and implementing online virtual assessment, and lays a foundation for comparative, longitudinal research on the significant and increasing roles played by technology in healthcare professional education and practice.

A systems approach to the exploration of research activity and relationships within a local authority

BackgroundOrganizations with responsibilities for public health are increasingly required to use evidence-based practice to inform programme delivery, requiring research to generate relevant evidence, and dissemination and use of evidence to inform decisions and practices. Understanding how relationships between organizational structures, systems and processes influence evidence-based practices is critical to improving practice at both an institutional and system level, yet how these relationships should best operate is not well understood. Understanding how to better support research within local authorities, the elected administrative bodies responsible for services including public health at a regional level in the United Kingdom, is a priority for the National Institute for Health Research (NIHR) Public Health Research. This study is based on Norfolk County Council, a local authority in the east of England. We aimed to apply a systems perspective to develop a better understanding of the structures, systems and processes that support a local authority in becoming research-active, identifying gaps in understanding and recommendations for action to address them.MethodsTaking a participatory action research approach, we applied qualitative methods to explore research activity and relationships in Norfolk County Council. We surveyed employees and used network analysis to map individuals, departments and external partners involved in research activities and the connections between them. We then applied participatory approaches to conduct a series of focus groups and semi-structured interviews to explore stakeholders’ experiences and perceptions of being involved in research at, or with, the authority, and their ideas for recommendations for future actions.ResultsA range of research activity is undertaken at the local authority, with an emphasis on applied work to improve service delivery. We identified several examples of effective practice and models of research collaboration in some departments. Challenges such as limitations in resources, capacity and knowledge exchange were evident, yet there was a readiness amongst key stakeholders to develop and implement actions that may better support the authority in becoming more research-active.ConclusionIn large complex organizations, a key challenge is how to share learning across teams and implement good practice at an organizational and system level. Our findings highlight the potential for developing improved collaborative partnership models and systems to support sustainable processes and practices for research and knowledge exchange at an institutional and interorganizational level. The insights gained and shared will support other local authorities and similar large, multilevel organizations with responsibilities for evidence-based public health to explore their own setting and implement change where needed, and provide stimulus for further research into system-level change.

Developing the health workforce for universal health coverage.

Optimizing the management of the health workforce is necessary for the progressive realization of universal health coverage. Here we discuss the six main action fields in health workforce management as identified by the Human Resources for Health Action Framework: leadership; finance; policy; education; partnership; and human resources management systems. We also identify and describe examples of effective practices in the development of the health workforce, highlighting the breadth of issues that policy-makers and planners should consider. Achieving success in these action fields is not possible by pursuing them in isolation. Rather, they are interlinked functions that depend on a strong capacity for effective stewardship of health workforce policy. This stewardship capacity can be best understood as a pyramid of tools and factors that encompass the individual, organizational, institutional and health system levels, with each level depending on capacity at the level below and enabling actions at the level above. We focus on action fields covered by the organizational or system-wide levels that relate to health workforce development. We consider that an analysis of the policy and governance environment and of mechanisms for health workforce policy development and implementation is required, and should guide the identification of the most relevant and appropriate levels and interventions to strengthen the capacity of health workforce stewardship and leadership. Although these action fields are relevant in all countries, there are no best practices that can simply be replicated across countries and each country must design its own responses to the challenges raised by these fields.

Putting Implementation Science into Practice: Lessons from the Creation of the National Maternal and Child Health Workforce Development Center.

Purpose This article describes how implementation science informed the design of a national training and technical assistance (TA) center, and how implementation best practices have been used to improve the quality of training and technical assistance services offered to states/jurisdictions. Description An existing tool, based on the Implementation Drivers Framework (in: Fixsen et al., Implementationresearch: a synthesis of the literature, University of South Florida, The National Implementation Research Network, Tampa, 2005), was adapted to assess efforts of the National MCH Workforce Development Center (the Center) against known implementation best practices. Staff identified specific examples of effective practice and gaps for inclusion in this article. Assessment Using implementation science to establish, assess and improve Center practice was both feasible and practical, requiring intentionality, dedicated time, and staff committed to deepening their understanding of implementation science. The Implementation Drivers framework proved useful for creating a shared approach to analysis and identification of opportunities for improvement of Center practice. Conclusion Policymakers and funding agencies should consider how training and technical assistance programs demonstrate knowledge and use of implementation science best practices among other evidence based practices in their work. Increasing attention to the use of implementation science can contribute to a higher quality of service among technical assistance centers, with the long term goal of improving outcomes for training and assistance recipients and the communities they serve. Establishing the link between customer satisfaction and quality of technical assistance, on the one hand, and long term outcomes, on the other, remains a challenge and an area of focus and learning for the Center.

It Takes a Village: The Role of the Individual, Organization, and Profession in Preparing New Professionals

Recruitment, socialization, and development of new professionals are critical to the ongoing success, continuous improvement, and advancement of community colleges. The varied experiences and preparation of student services professionals create a complexity of needs that provide challenges to effectively and efficiently help them transition and flourish in their colleges. This chapter includes examples of effective practice in educating, transitioning, and developing new student affairs professionals, and implications for individuals, colleges, and graduate preparation faculty.

Learning Communities' Impact on Student Success in Developmental English

Recent efforts to improve developmental education have included references to learning communities as examples of effective practices in basic skills education. The study “Basic skills as a foundation for student success in California community colleges” (2007) cited research from Tinto that suggested that learning communities and collaborative learning activities were effective in improving academic performance and persistence of developmental students. The improvement is because “students encounter learning as a shared experience rather than isolated experience,” and that learning communities “emphasizing collaborative learning have a positive impact on student attitudes toward learning” (Tinto, 1997b, cited in “Basic skills as a foundation for student success in California community colleges,” 2007, p. 58). The problem under investigation in this study was whether learning communities were effective in improving student success in community college developmental English courses, and whether there were differences in learning community outcomes among gender and racial/ethnic groups. Student success was defined, for the purpose of this study, as successful course completion. This study of the impact of a learning community on success in developmental English in an urban community college demonstrated that learning communities are effective in assisting students to succeed in higher level developmental English courses. This level of success was not demonstrated in the lowest level developmental English courses, however.

Plus ça change, plus c’est la même chose? Musings from Montreal

Heart failure is a complex clinical syndrome in which the initially compensatory neurohumoral activation in response to left ventricular systolic dysfunction becomes maladaptive, resulting in significant sodium and water retention and multiorgan failure in the terminal phase. Despite the widespread application of evidence-based therapy as enshrined in clinical guidelines, heart failure remains a chronic progressive and ultimately fatal condition, with only 25% surviving 5 years from presentation [1]. Across western societies, the prevalence of this condition is increasing due to ageing of the general population and more aggressive treatment of the common aetiological precursors such as acute myocardial infarction and hypertension. There are about one million people in the UK and half a million in Canada living with chronic heart failure. With their families, they are trying to cope with the significant physical and emotional symptoms, complex therapeutic regimens, multiple hospital visits and lifestyle adjustments imposed by this condition. The symptomatic and mortality burdens conferred by heart failure on such individuals are widely acknowledged as equivalent to those from cancer [2,3]. Over the past 15 years, heart failure has been in the vanguard of the expansion of palliative care beyond its founding alignment with oncology. At a workshop of the 18th International Congress on Palliative Care in Montreal, we sought the views of attendees on their perception of evolving heart failure palliative care services. Several themes emerged from an open discussion and description of their experiences. The language used was in itself felt to be relevant. Despite the ominous nomenclature implied in the term ’heart failure’, there was an impression that many patients failed to appreciate the seriousness of their diagnosis, while ’cancer’ consistently held sway as heralding limited life expectancy. Even the use of the word ’palliative’ was cited as sometimes stigmatic and a potential barrier to patient engagement. Education is fundamental to resolving such misconceptions and central to preserving patient autonomy and promoting the widely endorsed policy of self-management of chronic diseases such as heart failure [4]. From the point of view of the service provider, there was general agreement that, despite many local and some national initiatives, general palliative care and communication skills training remains inadequate for health professionals working outside the cancer arena. Opening discussion on end-of-life issues, goals of care and treatment preferences is often difficult [5]. Some specialist heart failure nursing staff admitted reticence in initiating these conversations or were hindered by a lack of time, whereas others reported being dissuaded from doing so by cardiologists. The nurse respondents felt that personalized care was denied to some patients who were subjected at times to a guideline-driven treatment paradigm by default, rather than as a result of participating in shared decision-making. The roller-coaster configuration of the heart failure disease trajectory with periods of decline and recovery was cited as contributing to this protocol, and prognostication on an individual basis remains challenging. In contrast to England, where commissioned models of heart failure care are relatively uniform across the 28 regional cardiac networks and generally incorporate elements of palliative care, there appeared to be wide variation in service configuration between the Canadian provinces. At times, there appeared to be a funding gap for heart failure palliative care compared to the level of resource assigned to cancer. Quite frequently, in smaller local rural hospitals, heart failure care was initially the responsibility of general practitioners who would seek cardiology input as required. For those admitted to hospital in major urban centres, acute heart failure was often the remit of hospitalists with advice from attending cardiologists. However, across all care settings, access to palliative care appeared to more haphazard for heart failure patients compared to those with cancer, even if specialist cardiology and oncology services were co-located. Multidisciplinary team working was reportedly less well developed for heart failure compared to cancer care within some health economies. However, examples of effective practice were also highlighted. The ‘intervenant pivot’ or case management service for oncology patients is one such example from Quebec. These nurses act as professional clinical navigators to educate and support cancer patients, assess and manage their global symptom burden, and coordinate their care as part of a multidisciplinary team [6]. Pivot nurses with similar functions have been incorporated within the heart failure service of the Montreal Heart Institute to promote cohesive care. Although most of the discourse at this session centred on the experience of healthcare practice in the UK and Canada, international delegates from other countries also contributed to the dialogue and voiced similar opinions. Emerging themes from this workshop in the need for patient and professional education, good communication skills, bringing together the collective expertise of a range of generalists and specialists including palliative care professionals in a multidisciplinary team, and good clinical navigation for the care of heart failure patients, are not new and appear to be universal [7]. Over the past ten years or so we have made significant progress in mainstreaming palliative care as a required component of the treatment of heart failure and this is embedded in clinical guidelines [8,9]. However, in the recently released audit results for adults admitted with heart failure in England and Wales between April 2011 and March 2012, only 3.1% of patients were referred to palliative care on their first admission, and 7.3% on readmission [10]. Palliative care delivery and quality remains patchy. We need to build on the progress made over the past decade and continue to raise awareness of the need to develop and optimize palliative and supportive care services for those with advanced heart failure, to spread examples of good practice, and to drive service improvement for these patients and their families. Acknowledgements J.M.B. and M.C. were supported by NHS Improvement – Heart. Conflicts of interest There are no conflicts of interest.

Innovating entrepreneurial pedagogy: examples from France and Germany

PurposeThis paper – one of only a few examples – aims to conduct a cross‐national research into innovative teaching approaches in entrepreneurship in France and Germany.Design/methodology/approachThe paper is based on two cross‐cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.FindingsThis research has highlighted the importance of interdisciplinary learning in entrepreneurship research. Whereas, in the German case, management and other disciplines work together to create the example of the “practice firm”, in the French case entrepreneurship theories, network theories and cognitive science are brought together to create a new approach to learning about entrepreneurship. Both approaches highlight the importance of the personal development of the course participants by empowering the student to be proactive.Research limitations/implicationsThe paper builds on the early experiences with both the concept of the “practice firm” and the application of repertory grids in entrepreneurial pedagogy, which justifies the highly exploratory character of this research. More research is necessary to establish students' opinion about such innovative approaches, also on a cross‐national level.Practical implicationsThe paper provides examples of effective practices for encouraging entrepreneurial thinking in the classroom. More such comparative work is necessary on a European, but also on a wider international, scale to encourage learning, in particular for those involved in teaching entrepreneurship, but also for policy makers who are looking for new ways to stimulate entrepreneurial thinking.Originality/valueThe paper is innovative as it compares and contrasts two innovative approaches to teaching entrepreneurship in two European countries and hence fills a gap in the literature.

Measuring adherence to hand hygiene guidelines: A field survey for examples of effective practices

Measuring adherence to hand hygiene guidelines is resource intensive and complicated by lack of standardized methodology. The multiplicity of approaches in use makes it difficult to meaningfully compare performance across health care organizations. The goal of this project was to identify promising and effective practices for measuring adherence with hand hygiene guidelines across a variety of settings. A cross-sectional survey was conducted electronically in February 2007 to collect information on aspects of hand hygiene measured (eg, frequency, thoroughness of technique, glove use, product consumption), data collection approaches, training and resources, reports, and others. Invitations to respond were widely distributed through Web site announcements and list-serve messages of The Joint Commission and collaborating organizations. A panel of national experts developed and applied criteria for evaluating the methods. Two hundred forty-two responses were submitted from a variety of settings and countries. Most (approximately 75%) measured frequency of hand hygiene; approximately 50% measured thoroughness, glove use, product usage, patient and provider satisfaction, or other aspects. Seventy-two percent relied exclusively on manual data collection, and most methods (80%) had been in use for less than 3 years. Most (65%) spent less than 1 hour in training data collectors, and few had evidence of reliability or validity. Forty submissions met most criteria for inclusion in an educational monograph. Among respondents who considered their approach to be an example of an effective practice, there was substantial variation in methods and little evidence of reliability. Standardization of methods is needed to compare performance across organizations or within an organization over time.

Using the Planning and Environment Linkages Umbrella Approach to Streamline Transportation Decision Making

The planning and environment linkages (PEL) umbrella approach is designed to streamline the process of project development and environmental review by encouraging agencies to take an integrated, systems perspective to support transportation, environmental, and community goals. The PEL approach provides strategies, practices, processes, and analytical tools that encompass related federal activities including linking planning and the National Environmental Policy Act (NEPA), ecological and context-sensitive solutions, corridor planning, and integrated planning. When successfully implemented, the PEL approach makes the entire life cycle of a project a more seamless process, from planning to NEPA and on to design, construction, and maintenance. The PEL approach is described, federal legislation and related activities are discussed, examples of effective practices are provided, lessons learned are shared, and the reader is directed to additional resources for implementation.

Connecting enterprise and graduate employability

PurposeThis paper aims to demonstrate the rationale for connecting enterprise education with employability and career development in the design of curricula and learning experiences within UK higher education.Design/methodology/approachThe paper reflects on the experiences of practitioners, including the author, in embedding enterprise education and in seeking to develop a holistic approach which connects enterprise and employability through personal and career development.FindingsThe article presents “connected” models of individual learning and of the institutional integration of enterprise, personal and career development. These are located within a critique of existing approaches to graduate employability, including examples of innovative practices.Research limitations/implicationsThe article builds on the early experiences of connecting graduate enterprise and employability in the UK and proposes that further research is required as the field develops in experience and complexity.Practical implicationsThe article provides models, strategies and examples of effective practices for embedding enterprise and employability in higher education.Originality/valueThe article is innovative at a conceptual level in arguing for a “connected” and holistic approach to employability and enterprise development for students and graduates.

Partnership in being a specialist mathematics and computing college—who gains what, how and why?

The research took place in a mathematics and computing specialist school. The article reports on part of a case study of the mathematics department's experience of being a major contributor to the requirements of being a specialist school. This article aims to explore and describe one model of partnership within the ‘community’ remit of the Specialist Schools framework, primarily from the perspectives of the major participants—the teachers involved; to identify strengths and examples of effective practice which might assist other schools' development and to investigate the issues and challenges faced by the case study mathematics department. In addition, it explores the professional development opportunities which gaining specialist school status has afforded teachers and identifies issues which may be useful for school managers and local authority (LA) officers who have supporting professional development and school improvement as part of their remit.

Are They Katrina's Kids or Ours?: The Experience of Displaced New Orleans Students in Their New Schools and Communities

Following Hurricane Katrina, thousands of schoolchildren have been scattered across the country and required to work through a wide range of trauma as they simultaneously adjust to new schools, communities, and cultures. Their reception in new schools has been varied, ranging from pity, to support and inclusion, to vilification. It has included the work of wonderfully dynamic teachers who have adapted to challenging new classroom circumstances, the shortsightedness of schools that did not adequately account for the presence and needs of new students, and even some teachers and administrators who have openly expressed dislike for their newest students. This article uses examples from the challenging year of teaching, learning, and healing that has occurred in Austin, Texas to discuss the complex and varied impacts of forced dispersal upon African-American schoolchildren who are now attending schools across the country. This article provides a picture of children, teachers, and community in adjustment, including examples of effective practices in working with children dispersed from New Orleans and examples of ineffective or racist responses to new students that have been present and that we must counter. This article is grounded in the perspective and methods of a school and community engaged educational anthropologist. It reflects over 100 hours of work in a shelter immediately following Hurricane Katrina, and a subsequent school year of work in Austin public schools working on issues of black student achievement—including the achievement of close to 1,000 students and 10,000 families from New Orleans. It builds upon Katrina related work published in Transforming Anthropology and forthcoming in Perspectives on Urban Education.

Educating children and young people with medical needs: effective provision and practice

In December 2001 the Department for Education and Skills (DIES) published the Access to Education document setting out minimum standard guidelines for the education of children and young people with medical needs Following this they commissioned a research project that aimed to identify examples of effective practice in this area and provide recommendations for local education authority (LEA) officers and for staff in mainstream and hospital schools/services In this article Karen Harris and Peter Farrell present the main findings of this research project and discuss its implications for improving services for this potentially marginalised group of young people.

Bilingual and ESL Classrooms: Teaching in Multicultural Contexts

Demographic predictions are that with close connections to their bilingual/bicultural heritages (now labeled minority students by the federal government) will be very large in number in the near future, becoming the majority in many states over the next three decades. The authors feel it is the responsibility of all educators, not just specialists, to prepare themselves to work with language minority students. This time-tested classic text (not an edited volume) integrates theory and practice and provides comprehensive coverage of all bilingual and ESL issues. The text integrates the fields of ESL, bilingual, and multicultural education and provides rich examples of effective practices and their underlying research knowledge base. The text covers teaching of all the content areas and has separate chapters on teaching mathematics, science, and social studies. Ninety percent of the second edition is new since the first edition written thirteen years ago. The new edition Includes research on the English-only movement (chapter 1), a comprehensive review of current research on first and second language acquisition for school (chapter 4), and the crucial research base on culture and the integral role it plays in schooling of diverse linguistic and cultural heritages (chapter 5). A new chapter 3 covers teaching and explores cooperative learning, critical pedagogy, and interdisciplinary, multisensory lessons, using as examples art, technology, and music incorporated into instruction that connects to students' lives inside and outside school.