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Generalism is a key approach to healthcare organisation and delivery that enables person-centred, dynamic and cost-effective patient care. With its emphasis on adaptability, generalism requires expansive, nurturing and personalised approaches to clinical education in which a generalist attends to and explores patient priorities when problem-setting and co-creating management plans. "Generalism in Clinical Practice and Education" outlines a generalist philosophy of practice which is brought to life through interleaved examples. Written by a range of international clinicians, patients and academics, this book does not prescribe one 'right' way to do generalism. Rather, it seeks to inspire readers' future engagement with generalism in practice and learning through sharing underpinning concepts, values and principles. This 'big picture' attention to generalism across public health, social determinants of health and clinical care is at the heart of sustainable and efficient use of resources to prioritise those in need. The book explores four key principles which in practice aim to achieve creative, inclusive and agile approaches to clinical care. The goal is to support generalism in clinical practice and education, and to produce clinical practitioners and learners that enjoy, embrace and enhance future clinical care.

The goal of this history guide is to introduce Livingston students and community members to a Livingston history that is intentionally inclusive of different communities. By presenting a diverse account of Livingston's history, we are able to better understand the town's present context, how it operates for different people, and how we can work together to build a better future for all. As part of the Livingston Centennial Celebration, the following organizations partnered to create this guide: the University of California Merced Department of History & Critical Race and Ethnic Studies, UC Merced Library, City of Livingston Recreation Department, Livingston Historical Society, Merced Union High School District, and Livingston Union School District.

Green sheds light onto the mercurial and ill-defined boundaries of institutional governance within China's unique system of higher education, a national system that remains misunderstood by scholars who continue to position it as little more than a research arm of the party/state. Through a synthesis of systems theory, complexity theory, and institutional logics, Green provides a relational accounting of "Higher Education with Chinese Characteristics"--a complex, adaptive social system whose paradoxical modernization ideology of pragmatic instrumentalism, in conjunction with a centralized-decentralized governance model, foments rational chaos at the institutional level. Specifically, his book highlights the concept of rational chaos--an observable phenomenon of evolutionary emergence experienced by subaltern actors engaged with the confusing and often paradoxical institutional logics of meso/micro-level governance. Moreover, developed through in-depth narrative interviews, Green's conceptualization of collective-individualism provides a glimpse into the diverse patterns of identity that have developed within a single institutional governance context. These discrete identity formations, patterned through varying understandings of individual self-determinism, collective role fulfillment, norms and structures of governance, and subsequent changemaking efforts, call into question culturally deterministic research surrounding self-mastery, institutional autonomy, and academic freedom within the Chinese higher education context. His book highlights a subaltern institutional lifeworld accounting of higher education governance that will speak to anyone grappling with neoliberal commodification, managerialism, academic nationalism and the increasing onset of transnational academic (im)mobility. It is ideal for students and scholars of international comparative education, higher education governance, and Chinese studies.

"Making Technology Work in Schools" is an easy-to-use guide for transforming your school into a learner-centered, tech-rich environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors' proven, intuitive practices speak directly to academic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new tools and programs. After reading this book, you will be able to better prepare the educators you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and better prepared for college and careers.

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

This book is a comprehensive introduction to the theory and practice of Community-Based Art Education (CBAE). CBAE encourages learners to make connections between their art education in a classroom setting and its application in the community beyond school, with demonstrable examples of how the arts impact responsible citizenship. Written by and for visual art educators, this resource offers guidance on how to thoughtfully and successfully execute CBAE in the pre-K-12 classroom and with adult learners, taking a broad view towards intergenerational art learning. Chapters include vignettes, exemplars of practice, curriculum examples that incorporate the National Coalition for Core Arts Standards, and research frameworks for developing, implementing, and assessing CBAE projects. "Community-Based Art Education Across the Lifespan" will help artist-educators to: (1) Approach a community to work with; (2) Use theoretical frameworks to develop communal understanding, establish rapport, and challenge assumptions; (3) Plan a project in which everyone has a meaningful stake and voice; (4) Foster a transformative learning experience beyond the creative process and the resulting product; (5) Share, publish, exhibit, and celebrate the experience within and outside of the community; and (6) Establish and evaluate learning outcomes, enduring understandings, and next steps. [Foreword by Olivia Gude.]

This book focuses on integrity throughout the PhD journey and beyond, and is organised around two main themes: (1) integrity in relation to the capabilities developed by doctoral candidates for professional practice; and (2) integrity and coherence at the PhD system level. The working methods of key participants such as PhD candidates, supervisors, university managers, government agencies and politicians are central to achieving integrity goals within PhD programmes. In this context, a number of constructs are developed that inform the practice-based elements of the book in relation to conducting doctoral research, research supervision, academic writing, and research training support systems; in particular, these include our Moral Compass Framework for professional integrity, notions of collective morality, decision-making when faced with 'wicked' problems, connected moral capability and our double-helix model of capability development, negotiated sense in contrast with common sense, completion mindsets and contexts, mindfulness, liminality, and mutual catalysis in joint authorship. While the data the book employs stems from practice-led research within the Australian doctoral system, the conclusions drawn are of global relevance. Throughout the book, wherever appropriate, comparisons are made between the Australian context and other contexts, such as the doctoral systems of the United Kingdom, Europe and the United States.

A study was conducted of the feasibility of establishing an equivalency scale that would enable commercial state tests to be linked to one another and to the National Assessment of Educational Progress (NAEP). In evaluating the feasibility of linkages, the study committee focused on the linkage of various fourth-grade reading tests and the linkage of various eighth-grade mathematics tests. Committee members concentrated on the factors that affect the validity of the inferences about student performance that users would draw from the linked test scores. The committee concluded that comparing the full array of currently administered commercial and state achievement tests to one another, through the development of a single equivalency or linking scale, is not feasible. Nor is reporting individual student scores from the full array of tests on the NAEP scale and transforming individual scores on these tests and assessments into NAEP achievement levels feasible. Under limited conditions, it may be possible to calculate a linkage between two tests, but multiple factors affect the validity of the inferences drawn from the linked scores. Unless the test to be linked to the NAEP is very similar in content, format, and uses, the resulting linkage is likely to be unstable and potentially misleading. (Contains 3 tables, 3 figures, and 81 references.) (SLD)

This book reflects some of the debate following publication of the 1991 Further and Higher Education Bill, and it also draws on preliminary findings of a national research project funded by a partnership of government, business, and higher education that was designed to develop and test quality assessment methods. Chapters are organized in three sections: "What Is Quality in Higher Education?"; "Models from Within British Higher Education"; and "Models from Beyond British Higher Education." Chapter titles are: (1) "What Is Quality in Higher Education? Concepts, Policy and Practice" (Diana Green); (2) "Quality in Higher Education: A Funding Council Perspective" (William H. Stubbs); (3) "Defining and Measuring the Quality of Teaching" (Baroness Pauline Perry); (4) "Inspecting Quality in the Classroom: An HMI Perspective" (Terry Melia); (5) "Quality Audit in the Universities" (Carole Webb); (6) "Quality and its Measurement: A Business Perspective" (Jim Finch); (7) "Royal Mail: Developing a Total Quality Organization" (Ian Raisbeck); (8) "Quality in Higher Education: An International Perspective" (Malcolm Frazer); and (9) "Looking Ahead" (Diana Green). (Chapters contain endnotes.) (JLS)

This book discusses legal and social aspects of public policy in American society and their relationship to fulfilling the promise of social justice for American Indians. U.S. public policy is viewed as reflecting the collective sentiments of the electorate. If the American people have the will to bring about change in the socioeconomic conditions of American Indians, it will be evidenced in public policies. Chapters are: "'Indian Law,' Indians' Law, and Legalism in American Indian Policy: An Essay on Historical Origins," by Russel L. Barsh; "The Concept of Sovereignty: The Key to Social Justice," by Sharon O'Brien; "Organizing for Self-Determination: Federal and Tribal Bureaucracies in an Era of Social and Policy Change," by Paul H. Stuart; "The Persistence of Identity in Indian Communities of the Western Great Lakes," by Donald L. Fixico; "The Delivery of Health Care to American Indians: History, Policies and Prospects," by Jennie Joe; "The Education of American Indians: Policy, Practice and Future Direction," by John W. Tippeconnic, III; "Economic Development and Employment Opportunities for American Indians," by Gary D. Sandefur; and "American Indian Criminality: What Do We Really Know?" by Donald E. Green. (SV)

This resource presents success-proven practices, processes, and procedures grounded in time-tested theories, current research, and the creative, innovative, real-life experiences of educators in the field who are transforming underperforming schools into thriving educational learning communities. An invaluable guide to what today's educators need to know, how they need to do it, and the ways they should behave as exemplary leaders, the book takes into account the many changes in the standards, competencies, and accountability movements that have ushered in a new set of demands, requirements, and expectations for today's educational leaders. Complete coverage of the new topics, methods, and techniques effective educational leaders are using to address these changes appear throughout the text and are aligned with the 2015 Professional Standards for Educational Leaders, formerly known as ISLLC Standards.This new edition features opportunities for reflective practice through the use of scenarios depicting actual school issues, occurrences, and the behavior of practicing school leaders to help readers acquire knowledge and skills that can be used to build a solid framework for their own practice. The book's focus on how to use the new 2015 Professional Standards for Educational Leaders helps educators develop teacher capacity, create professional learning communities, effectively manage organizational resources, construct appropriate organizational policies and systems, lead instructional change, and engage in other deep and meaningful work outside of the classroom and in the community.

Blended learning has the power to reinvent education, but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skillset for both teachers and school leaders. Loaded with research, examples, and resources, "Blended Learning in Action" demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. Readers will find: (1) Breakdowns of the most effective classroom setups for blended learning; (2) Tips for leaders; (3) Ideas for personalizing and differentiating instruction using technology; (4) Strategies for managing devices in classrooms and schools; and (5) Study questions to facilitate professional development and deeper learning. Written with system-wide transformation in mind, this is the resource teachers and leaders need to help them shift to a blended learning model and transform education for the 21st century.