Using critical race theory to analyze science teachers culturally responsive practices

NASA Astrophysics Data System (ADS)

Wallace, Tamara; Brand, Brenda R.

2012-06-01

Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers' classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers' beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students' racial identities on the teachers' beliefs and practices. The analysis reveals that the teachers' beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students' identities. These findings communicate the significance of sociocultural awareness to informing the teachers' instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.

Connecting Classroom Practice to Concepts of Culturally Responsive Teaching: Video Analysis in an Online Teacher Education Course

ERIC Educational Resources Information Center

Lopez, Leslie Ann

2013-01-01

Video has been shown to be an effective tool for synthesizing theory and connecting theory to practice in meaningful ways. This design-based research study examined how localized video of a practicing teacher impacted pre-service teachers' ability to learn culturally responsive teaching (CRT) methods and targeted strategies in an online…

Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates

ERIC Educational Resources Information Center

Genao, Soribel

2016-01-01

Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…

Perspectives on Culturally and Linguistically Responsive RtI Pedagogics through a Cultural and Linguistic Lens

ERIC Educational Resources Information Center

Montalvo, Ricardo; Combes, Bertina H.; Kea, Cathy D.

2014-01-01

Response to intervention (RtI) originates from national legislation and critical research of evidence-based practices for low performing students and students at-risk of failing or receiving special education services. RtI proactively facilitates culturally and linguistically responsive pedagogy for culturally and linguistically diverse (CLD)…

Using Critical Race Theory to Analyze Science Teachers Culturally Responsive Practices

ERIC Educational Resources Information Center

Wallace, Tamara; Brand, Brenda R.

2012-01-01

Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its…

Elementary Teachers' Perceptions of and Experiences with Culturally Responsive Pedagogy and Diverse Students' Achievement

ERIC Educational Resources Information Center

Martisko, Leah Marie

2012-01-01

The purpose of this heuristic case study was to develop a thick, rich description of the culturally responsive pedagogical practices of teachers and to describe what instruction looks like when students are engaged in learning that addresses their unique cultural needs. For the purposes of this study, culturally responsive pedagogy was defined as…

Muslim American adolescents' explanations of changing religious practices: Cultural tools in cultural contexts.

PubMed

Cain, Kathleen M; Schiro, Isabella N; Gregory, Wesley E; Westberg, Lindsay M; Lee, Samantha R; Boyle, Colleen D

2017-03-01

To examine the culturally embedded nature of religious practices, we conducted a mixed-methods study in which Muslim American adolescents described how and why their religious practices had changed in recent years (see Etengoff & Daiute, 2013, J. Adolesc. Res., 28, 690). Participants included 201 Muslim adolescents (ages 13-19) from predominantly immigrant families; all were contestants in a Muslim Inter-Scholastic Tournament regional competition. Participants completed surveys including an item regarding whether their religious practices had changed, and for those who answered affirmatively, open-ended questions about the change. Additional measures assessed ethnic identity and perceived discrimination. As hypothesized, the 60% of participants who reported a change in religious practices described this shift as a response to new contexts, people, and religious knowledge. Those who reported a change also reported higher levels of ethnic identity exploration and perceived discrimination. Overall, Muslim American adolescents' descriptions portrayed religious practices as developing through reciprocal interactions with culture. More generally, participants' descriptions point to the viability of a model in which religious practices change and in turn are changed by cultural contexts. Statement of contribution What is already known on this subject? Religious development is viewed as taking place in relational systems with reciprocity between individuals and surrounding contexts. Variations in contexts predict variations in religious development, but mechanisms of development are not well understood. Muslim Americans, including adolescents, show high levels of religious involvement and experience unique cultural and religious contexts. Muslim American emerging adults describe their religious practices as responsive to sociocultural contexts. What does the study add? This study focuses on Muslim American adolescents, a group that has received little research attention, especially in regard to religious development. Participants reported a wide array of changes in religious practices, and they described these changes as responses to social and cultural influences. Participants' descriptions of changing practices can be understood through a Vygotskian framework in which religious practices are cultural tools that both respond to and shape surrounding cultural contexts. © 2017 The British Psychological Society.

Culturally Responsive Pyramid Model Practices: Program-Wide Positive Behavior Support for Young Children

ERIC Educational Resources Information Center

Allen, Rosemarie; Steed, Elizabeth A.

2016-01-01

This conceptual article reviews current research on racial disparities in disciplinary practices in early childhood education and work to address these issues within a positive behavior support (PBS) framework. Building largely on the Pyramid Model, recommendations and a culturally responsive approach are suggested for use within a program-wide…

Culturally Responsive Leadership: A Case Study to Explore Stakeholders' Perceptions of Culturally Responsive Leadership in a K-12 Public Charter School in North Carolina

ERIC Educational Resources Information Center

Jones-Goods, Kimberly Michelle

2014-01-01

The purpose of this instrumental case study was to explore stakeholders' perceptions of the culturally responsive leadership practices of charter school leaders. The goals were: (a) to explore how the school leadership team perceived culturally responsive leadership in a K-12 charter school in North Carolina, (b) to explore how the teachers…

Practice recommendations for pain assessment by self-report with African American older adults.

PubMed

Booker, Staja Star; Pasero, Chris; Herr, Keela A

2015-01-01

Despite decades of education and clinical practice guidelines underscoring disparities in pain management, pain continues to be inadequately managed in older African American adults as a result of patient, provider, and systems factors. Critical factors influencing pain assessment in older African American adults has not been extensively examined, contributing to a lack of data to inform health care providers' knowledge on culturally-responsive pain assessment in older African Americans. Assessing pain in older African Americans is unique because differences in language, cultural beliefs, and practices moderate how they report and express pain. This paper presents an overview of patient-provider factors that affect pain assessment in older African Americans with a focus on this population's unique cultural beliefs and practices. Recommendations for best practices for performance of a culturally-responsive pain assessment with older African Americans are provided. Copyright © 2015 Elsevier Inc. All rights reserved.

Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners

ERIC Educational Resources Information Center

Santamaria, Lorri J.

2009-01-01

Background/Context: Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and…

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

ERIC Educational Resources Information Center

Heitner, Keri L.; Jennings, Miranda

2016-01-01

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive…

Success for All? The Role of the School Counselor in Creating and Sustaining Culturally Responsive Positive Behavior Interventions and Supports Programs

ERIC Educational Resources Information Center

Betters-Bubon, Jennifer; Brunner, Todd; Kansteiner, Avery

2016-01-01

Successful implementation of Positive Behavior Interventions and Supports (PBIS) programs should include culturally responsive practices to reduce disproportionality in school discipline referrals and create effective learning environments for all students. Sustaining culturally responsive PBIS programs requires attention to student demographics…

Exploring the Relationship between Self-Awareness and Student Commitment and Understanding of Culturally Responsive Social Work Practice

ERIC Educational Resources Information Center

Bender, Kimberly; Negi, Nalini; Fowler, Dawnovise N.

2010-01-01

This study explores the relationship between self-awareness and social work students' commitment and understanding of culturally responsive social work practice. Data consisted of assigned papers (N = 23), submitted by graduate social work students, which asked them to describe their ethnic/racial background and ancestors' process of assimilation,…

Learning by Leading: Dynamic Mentoring to Support Culturally Responsive Mathematical Inquiry Communities

ERIC Educational Resources Information Center

Hunter, Roberta; Hunter, Jodie; Bills, Trevor; Thompson, Zain

2016-01-01

While there is widespread agreement that "all" learners of the 21st century need to be numerate and literate, reforming pedagogical practices to achieve such an outcome is challenging for many teachers. This is a report of one aspect of a project which aims to integrate a culturally responsive pedagogical mathematics practice within…

A Qualitative Examination of the Impact of Culturally Responsive Educational Practices on the Psychological Well-Being of Students of Color

ERIC Educational Resources Information Center

Cholewa, Blaire; Goodman, Rachael D.; West-Olatunji, Cirecie; Amatea, Ellen

2014-01-01

Scholars have shown that educational experiences within the classroom may marginalize students of color which may result in psychological distress. However, the utilization of culturally responsive educational practices (CRE) can create environments in which marginalized students can thrive not only academically, but psychologically. The authors…

Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration

ERIC Educational Resources Information Center

McKenney, Elizabeth L. W.; Mann, Kacee A.; Brown, Danice L.; Jewell, Jeremy D.

2017-01-01

This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management…

Culturally Responsive School Psychology Practice: A Study of Practitioners' Self-Reported Skills

ERIC Educational Resources Information Center

Reyna, Ronda S.; Keller-Margulis, Milena A.; Burridge, Andrea Backscheider

2017-01-01

The American Psychological Association (APA) recognizes cultural competence as a defining feature of psychological practice, education, training, and research (Sue et al. "American Psychologist," 49, 792-796, 1999). The purpose of this study was to investigate the self-appraised cultural competence of school psychology practitioners…

An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators

ERIC Educational Resources Information Center

Scott, LaRon A.; Alexander, Quentin; Fritton, Sandra; Thoma, Colleen

2017-01-01

Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schools are facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-based practices in a master's program for teacher candidates seeking endorsement in special education. A…

Reaching a Culturally Diverse Immigrant Population of Adult English Language Learners

ERIC Educational Resources Information Center

Johnson, Joan; Owen, Linda

2013-01-01

Culturally Responsive Teaching (CRT) is a framework to help adult English as a second language (ESL) educators renovate their practices into effective, culturally responsive programs, readily accessible to adult learners. Four CRT strategies that can be used include (a) validation through caring, (b) valuing cultural experiences, (c) creating a…

Cultural Differences and Similarities in Responses to the Silver Drawing Test in the USA, Brazil, Russia, Estonia, Thailand, and Australia.

ERIC Educational Resources Information Center

Silver, Rawley

2003-01-01

Summarizes cross-cultural studies of cognitive skills, emotions, and self-images found in responses to drawing tasks by children, adolescents, and adults. Its aim is to find out whether cultural differences in scores on the Silver Drawing Test can illuminate cultural preferences and contribute to cultural practices. (Contains 21 references.) (GCP)

Investigation of urban science teachers' pedagogical engagements: Are urban science teachers culturally responsive?

NASA Astrophysics Data System (ADS)

Udokwu, Chukwudi John

This study utilized mixed methodology of quantitative and qualitative research approach to explore the current pedagogical engagements of twenty middle school urban science teachers in the Midwest region of the United States. It qualitatively examined twelve of these teachers' knowledge of culturally responsive pedagogy. The study investigated the following questions: What are the current pedagogical practices of urban middle school science teachers? To what extent are middle school science teachers' pedagogical practices in urban schools culturally responsive? What are urban students' perspectives of their teachers' current pedagogical engagements? The design of the study was qualitative and quantitative methods in order to investigate these teachers' pedagogical practices. Data collections were drawn from multiple sources such as lesson plans, students' sample works, district curriculum, surveys, observational and interview notes. Analysis of collected data was a mixed methodology that involved qualitative and quantitative methods using descriptive, interpretative, pattern codes, and statistical procedures respectively. Purposeful sampling was selected for this study. Thus, demographically there were twenty participants who quantitatively took part in this study. Among them were seven (35%) males and thirteen (65%) females, three (15%) African Americans and seventeen (85%) Caucasians. In determining to what extent urban science teachers' pedagogical practices were culturally responsive, eight questions were analyzed based on four cluster themes: (a) teachers' social disposition, (b) culturally responsive curriculum, (c) classroom interactions, and (d) power pedagogy. Study result revealed that only five (25%) of the participants were engaged in culturally responsive pedagogy while fifteen (75%) were engaged in what Haberman (1991) called the pedagogy of poverty. The goal was to investigate urban science teachers' pedagogical engagements and to examine urban students' perspective of their science teachers' pedagogical practices, and ensure that all students have a sense of ownership of their knowledge, a sense that is empowering and liberating. The implications of these findings were to promote urban students' achievements in science and see them employed in science and engineering. I hope this study helps in developing better professional development that will be culturally responsive and to ensure that all students have a sense of ownership of their knowledge.

Going against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators

ERIC Educational Resources Information Center

Ramirez, Pablo; Jimenez-Silva, Margarita; Boozer, April; Clark, Ben

2016-01-01

This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations.…

Biography-Driven Culturally Responsive Teaching

ERIC Educational Resources Information Center

Herrera, Socorro

2010-01-01

Nationally known literacy expert Socorro Herrera provides a practical guide for teachers serving culturally and linguistically diverse (CLD) populations. Teachers will learn how to plan and implement more successful culturally responsive instruction using student biographies as the point of departure. The author provides tools for tapping into the…

Elementary Teachers' Perceived Use of Culturally Responsive Teaching Practices and Their Relationship to Teachers' Demographics

ERIC Educational Resources Information Center

Hohensee, Jo-Anne

2013-01-01

The quantitative ex post facto study had a two-fold purpose: (1) to determine which of the cultural responsive teaching practices of kindergarten through sixth grade teachers were used most often and (2) to determine to what extent each of the teacher's demographics (i.e., the predictive variables) differ for each CRTI factor (i.e., the criterion…

Culturally Responsive Teaching: The Harlem Renaissance in an Urban English Class

ERIC Educational Resources Information Center

Stairs, Andrea J.

2007-01-01

Andrea J. Stairs advocates culturally responsive teaching, a practice that explicitly highlights "issues of race, ethnicity, and culture as central to teaching, learning, and schooling," and emphasizes the necessity of interrogating the themes of race, power, and privilege in the urban classroom. Stairs observes two student teachers as…

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

ERIC Educational Resources Information Center

Santamaría, Lorri J.; Santamaría, Andrés P.

2015-01-01

This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer…

Effect of Practice Ownership on Work Environment, Learning Culture, Psychological Safety, and Burnout.

PubMed

Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J

2018-04-01

Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across practice ownership in self-reported work environment, a practice culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size practices that participated in EvidenceNOW in Virginia, we tested for differences in work environment, culture of learning, psychological safety, and burnout by practice type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for practice size, specialty mix, payer mix, and whether the practice was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent practices and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from practice clinicians and staff, a response rate of 49%. Working in a hospital-owned practice was associated with favorable ratings of work environment, psychological safety, and burnout compared with independent practices. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of practice work environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful work environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive practice adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement work. © 2018 Annals of Family Medicine, Inc.

Cross-cultural customs and beliefs related to health crises, death, and organ donation/transplantation: a guide to assist health care professionals understand different responses and provide cross-cultural assistance.

PubMed

McQuay, J E

1995-09-01

All individuals can expect to encounter some form of crisis and loss. Responses to these experiences are not universal and will be influenced by a person's cultural background and religious beliefs. This appendix provides information about the different responses to health crises, death, and organ donation and transplantation as practiced by various religious and cultural groups.

Are Your S's in Effect? Ensuring Culturally Responsive Physical Education Environments

ERIC Educational Resources Information Center

Culp, Brian

2010-01-01

Schools are rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes in America's schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as…

Cultural Responsiveness and Routines: When Center and Home Don't Match

ERIC Educational Resources Information Center

Gonzalez-Mena, Janet

2010-01-01

This article discusses cultural responsiveness and routines of child care centers that do not match what families are accustomed to at home. It can be difficult to discuss cultural differences in some routine caregiving activities because of the standards, rules, regulations, best practices, and health concerns that those trained in early…

Developing Cultural Responsiveness While Teaching Content Standards: Lessons from a Brazilian Experience

ERIC Educational Resources Information Center

Ellis, Jason Brent; Abreu-Ellis, Carla; Moor, Alexa; Aukerman, Kaitlyn; Buttil, Michael; Edwards, Alyssa

2017-01-01

This article demonstrates how teachers can represent a different culture in their instructional planning while still meeting state-mandated content standards. It shares the lessons learned by practicing and pre-service teachers through an experience designed to help them become more culturally responsive teachers. Participants spent a month in…

Clinical responsibility, accountability, and risk aversion in mental health nursing: a descriptive, qualitative study.

PubMed

Manuel, Jenni; Crowe, Marie

2014-08-01

A number of recent, highly-publicized, perceived health-care service failures have raised concerns about health professionals' accountabilities. Relevant to these concerns, the present study sought to examine how mental health nurses understood clinical responsibility and its impact on their practice. A descriptive, qualitative design was used, and a convenience sample of 10 mental health nurses was recruited from specialist inpatient and outpatient mental health settings in Canterbury, New Zealand. Data were collected using semistructured interviews, and the transcriptions were analysed using an inductive, descriptive approach. Three major themes were identified: being accountable, fostering patient responsibility, and shifting responsibility. Being accountable involved weighing up patients' therapeutic needs against the potential for blame in an organizational culture of risk management. Fostering patient responsibility described the process of deciding in what situations patients could take responsibility for their behaviour. Shifting responsibility described the culture of defensive practice fostered by the organizational culture of risk aversion. The present study highlighted the challenges mental health nurses experience in relation to clinical responsibility in practice, including the balancing required between the needs of patients, the needs of the organization, and the perceived need for self-protection. © 2014 Australian College of Mental Health Nurses Inc.

A Culturally Responsive Approach to Improving Replication of a Youth Sexual Health Program.

PubMed

Mwaria, Mercy; Chen, ChiaChing; Coppola, Nanci; Maurice, Ingrid; Phifer, Mary

2016-11-01

Youth-serving agencies continually turn to evidence-based interventions that have been empirically assessed for effectiveness in influencing young people's lives, particularly those living in communities with considerable health inequities. Replicating promising evidence-based interventions requires thoughtful adaptation and modification to better fit participants' sociocultural context and to enhance their learning experiences. Due to the restrictive nature of a replication model, adaptations to the intervention curriculum must be minimized during full implementation. Implementers must find innovative ways to ensure content is relevant and engaging to participants without altering core elements of the curriculum. This article describes practical best practice strategies used in implementing a sexual health education program among socioculturally diverse youth in a northeastern city in the United States. The implementing agency applied Richard, Brown and Forde's framework for culturally responsive pedagogy as a heuristic approach to describe the application of implementation practices across three dimensions: institutional, personal, and instructional. The results not only highlight successful culturally responsive practices that enhanced the implementation process but also acknowledge areas in which such practices proved daunting to implement. © 2016 Society for Public Health Education.

Media Literacy as Mindful Practice for Democratic Education. A Response to "Transaction Circles with Digital Texts as a Foundation for Democratic Practices"

ERIC Educational Resources Information Center

Redmond, Theresa

2016-01-01

This essay is a response to Brown's (2015) article describing her strategy of transaction circles as a student-centered, culturally responsive, and democratic literacy practice. In my response, I provide further evidence from the field of media literacy education (MLE) that serves to enhance Brown's argument for using transaction circles in order…

Empowering Equity in Postsecondary Transition for Marginalized Culturally and Linguistically Diverse Students with Disabilities by Implementing a Culturally Responsive Summary of Performance Teacher Training and Support Program

ERIC Educational Resources Information Center

Jez, Rebekka Joanne

2011-01-01

Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support…

Children's Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Heritage Across Generations.

PubMed

Fernández, David Lorente

2015-01-01

This chapter uses a comparative approach to examine the maintenance of Indigenous practices related with Learning by Observing and Pitching In in two generations--parent generation and current child generation--in a Central Mexican Nahua community. In spite of cultural changes and the increase of Western schooling experience, these practices persist, to different degrees, as a Nahua cultural heritage with close historical relations to the key value of cuidado (stewardship). The chapter explores how children learn the value of cuidado in a variety of everyday activities, which include assuming responsibility in many social situations, primarily in cultivating corn, raising and protecting domestic animals, health practices, and participating in family ceremonial life. The chapter focuses on three main points: (1) Cuidado (assuming responsibility for), in the Nahua socio-cultural context, refers to the concepts of protection and "raising" as well as fostering other beings, whether humans, plants, or animals, to reach their potential and fulfill their development. (2) Children learn cuidado by contributing to family endeavors: They develop attention and self-motivation; they are capable of responsible actions; and they are able to transform participation to achieve the status of a competent member of local society. (3) This collaborative participation allows children to continue the cultural tradition and to preserve a Nahua heritage at a deeper level in a community in which Nahuatl language and dress have disappeared, and people do not identify themselves as Indigenous. © 2015 Elsevier Inc. All rights reserved.

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content, (2) fostering positive student-student interactions, and (3) creating a safe learning environment. Results also indicated that these student teachers demonstrated their ability to develop students academically by creating opportunities for learning in the classroom through their knowledge of students and by the use of research-based instructional strategies. However, based on the data collected as part of this study, the student teachers' abilities to illustrate or model social justice during science and math instruction were not demonstrated.

Culturally Responsive Wraparound Supports: Collaborating with Families to Promote Students' Behavior Regulation across Settings

ERIC Educational Resources Information Center

Fallon, Lindsay M.; Mueller, Marlana R.

2017-01-01

As public schools in the U.S. are becoming increasingly culturally and linguistically diverse (CLD), there has been an effort to generate empirical support for culturally responsive practices in schools to promote a variety of positive outcomes for children (e.g., behavioral health, mental health, academic achievement). School psychologists can…

Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools

ERIC Educational Resources Information Center

Grant, Rachel A.; Asimeng-Boahene, Lewis

2006-01-01

Preparing today's children to be tomorrow's global citizens will require social educators who have knowledge of the histories, experiences, and cultural practices of the children they teach. This article offers culturally responsive pedagogy and the African proverb as frames for teaching African American students to become engaged local and global…

Practitioners' Perceptions of Culturally Responsive School-Based Mental Health Services for Low-Income African American Girls

ERIC Educational Resources Information Center

Harper, Erin; Kruger, Ann Cale; Hamilton, Chela; Meyers, Joel; Truscott, Stephen D.; Varjas, Kris

2016-01-01

School-based mental health practitioners are positioned to address low-income urban African American girls' mental health needs through culturally responsive services. Despite the importance of culturally reflective practice, it is understudied. We asked school-based mental health practitioners (N = 7) to reflect on barriers and facilitators to…

Learning Music Literacies across Transnational School Settings

ERIC Educational Resources Information Center

Skerrett, Allison

2018-01-01

This article examines an adolescent's music literacy education across Caribbean and U.S. schools using qualitative research methods and theories of multimodality, transnationalism, and global cultural flows. Findings include that the youth's music literacy practices continuously shifted in response to the cultural practices and values of the…

A Comprehensive Approach To Teaching Foreign Business Practices.

ERIC Educational Resources Information Center

Mendez, Deirdre

An approach to teaching foreign business practices combines two common approaches already used. It introduces the student to cultural patterns responsible for the way business is conducted abroad, and makes recommendations concerning appropriate behavior for specific situations. However, it also treats general culture and specific behavior as…

Healthcare at the Crossroads: The Need to Shape an Organizational Culture of Humanistic Teaching and Practice.

PubMed

Rider, Elizabeth A; Gilligan, MaryAnn C; Osterberg, Lars G; Litzelman, Debra K; Plews-Ogan, Margaret; Weil, Amy B; Dunne, Dana W; Hafler, Janet P; May, Natalie B; Derse, Arthur R; Frankel, Richard M; Branch, William T

2018-05-08

Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction. To identify organizational factors that promote or inhibit humanistic practice of medicine by faculty physicians. From January 1, 2015, through December 31, 2016, faculty from eight US medical schools were asked to write reflectively on two open-ended questions regarding institutional-level motivators and impediments to humanistic practice and teaching within their organizations. Sixty eight of the 92 (74%) study participants who received the survey provided written responses. All subjects who were sent the survey had participated in a year-long small-group faculty development program to enhance humanistic practice and teaching. As humanistic leaders, subjects should have insights into motivating and inhibiting factors. Participants' responses were analyzed using the constant comparative method. Motivators included an organizational culture that enhances humanism, which we judged to be the overarching theme. Related themes included leadership supportive of humanistic practice, responsibility to role model humanism, organized activities that promote humanism, and practice structures that facilitate humanism. Impediments included top down organizational culture that inhibits humanism, along with related themes of non-supportive leadership, time and bureaucratic pressures, and non-facilitative practice structures. While healthcare has evolved rapidly, efforts to counteract the negative effects of changes in organizational and practice environments have largely focused on cultivating humanistic attributes in individuals. Our findings suggest that change at the organizational level is at least equally important. Physicians in our study described the characteristics of an organizational culture that supports and embraces humanism. We offer suggestions for organizational change that keep humanistic and compassionate patient care as its central focus.

Practical Issues of Conducting a Q Methodology Study: Lessons Learned From a Cross-cultural Study.

PubMed

Stone, Teresa Elizabeth; Maguire, Jane; Kang, Sook Jung; Cha, Chiyoung

This article advances nursing research by presenting the methodological challenges experienced in conducting a multination Q-methodology study. This article critically analyzes the relevance of the methodology for cross-cultural and nursing research and the challenges that led to specific responses by the investigators. The use of focus groups with key stakeholders supplemented the Q-analysis results. The authors discuss practical issues and shared innovative approaches and provide best-practice suggestions on the use of this flexible methodology. Q methodology has the versatility to explore complexities of contemporary nursing practice and cross-cultural health research.

Educational responses to unethical healthcare practice.

PubMed

Grob, Catherine; Leng, Jane; Gallagher, Ann

The aim of this article is to explore explanations for unethical healthcare practice and identify educational responses. The meaning of unethical practice is outlined and causes of it are suggested, primarily relating to individual perpetrators and organisational culture or climate. Empirical and theoretical literature is reviewed and research findings are discussed. Individual resilience and the ethical climate of healthcare organisations are considered as responses to unethical practice. Role modelling is explored, acknowledging the role of effective leadership.

A Culturally Responsive Practice Model for Urban Indian Child Welfare Services.

ERIC Educational Resources Information Center

Mindell, Robert; Vidal de Haymes, Maria; Francisco, Dale

2003-01-01

Describes a collaboration among a university, a state child welfare agency, and a Native American community organization to develop a culturally driven practice model for urban, Native American child welfare. Identifies challenges and opportunities in addressing the needs of urban Native American communities. Concludes with principles for…

Multidimensionality of Cultural Practices: Implications for Culturally Relevant Science Education

ERIC Educational Resources Information Center

Ares, Nancy

2011-01-01

Alfred Schademan's close and systematic analysis of the sociohistorical and science-related practices developed by African American men goes a long way in disrupting deficit-based notions of such students' capabilities. The rich resources he identifies open many possibilities for connecting peer and classroom knowledges. This response offers some…

Culturally Responsible Research, Teacher Certification and Gifted Education Services: A Response to Persson's Target Article

ERIC Educational Resources Information Center

Vidergor, Hava E.

2012-01-01

Persson's (2012a) target article calls for a cultural sensitive research paradigm in the science of giftedness. It charts the potential threats to research validity affected by cultural bias having implications on study and practice in gifted education. The eight recommendations heading under: (1) mindset and habits; (2) research skills; and (3)…

Classroom Management in Diverse Classrooms

ERIC Educational Resources Information Center

Milner, H. Richard, IV; Tenore, F. Blake

2010-01-01

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

Hospital culture--why create one?

PubMed

Sovie, M D

1993-01-01

Hospitals, to survive, must be transformed into responsive, participative organizations capable of new practices that produce improved results in both quality of care and service at reduced costs. Creating, managing, and changing the culture are critical leadership functions that will enable the hospital to succeed. Strategic planning and effective implementation of planned change will produce the desired culture. Work restructuring, a focus on quality management along with changes in clinical practices, as well as the care and support processes, are all a part of the necessary hospital cultural revolution.

Building Cultural Responsiveness in Rural, Preservice Teachers Using a Multicultural Children's Literature Project

ERIC Educational Resources Information Center

Howrey, Shannon Tovey; Whelan-Kim, Kellie

2009-01-01

The purpose of this study was to describe the qualities of preservice early childhood teacher response to a multicultural children's literature project, and to evaluate the project as a means for developing culturally responsive teaching practices in preservice early childhood teachers. Surveys and reflection papers on the project from two reading…

Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study

ERIC Educational Resources Information Center

Bonner, Emily P.; Adams, Thomasenia L.

2012-01-01

In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These…

A Systemic Approach to Culturally Responsive Assessment Practices and Evaluation

ERIC Educational Resources Information Center

Slee, June

2010-01-01

In an earlier paper, Slee and Keenan demonstrated that it was possible for tertiary education institutions to design culturally responsive assessment procedures that complied with standardised assessment policy. The authors' paper described "Growing Our Own," an initiative between Charles Darwin University and Northern Territory Catholic…

Responsibility-Sharing in the Giving and Receiving of Assessment Feedback

PubMed Central

Nash, Robert A.; Winstone, Naomi E.

2017-01-01

Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the responsibilities taken by their educators. Yet this notion of responsibility-sharing receives minimal discussion in the context of assessment feedback, where responsibility for enhancing learning is often framed as lying principally with educators. Developing discussion on this issue is critical: many barriers can prevent students from engaging meaningfully with feedback, but neither educators nor students are fully empowered to remove these barriers without collaboration. In this discussion paper we argue that a culture of responsibility-sharing in the giving and receiving of feedback is essential, both for ensuring that feedback genuinely benefits students by virtue of their skilled and proactive engagement, and also for ensuring the sustainability of educators' effective feedback practices. We propose some assumptions that should underpin such a culture, and we consider the practicalities of engendering this cultural shift within modern higher education. PMID:28932202

Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness

ERIC Educational Resources Information Center

Harris, Bryn; Barton, Erin E.; Albert, Chantel

2014-01-01

While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism…

Cultural practices in Appalachian hardwood sapling stands--are they worthwhile?

Treesearch

Gary W. Miller

1986-01-01

Forest managers often question the economic feasibility of cultural practices in hardwood sapling stands. Investment factors, including initial treatment cost, required rate of return, investment period, and stand response to treatment are discussed in terms of how they affect the outcome of early investments in even-aged hardwood stands. Attention is focused on...

Mapping the Complexities of Effective Leadership for Social Justice Praxis in Urban Auckland Primary Schools

ERIC Educational Resources Information Center

Jayavant, Sharona

2016-01-01

This empirical research is about strengths-based leadership practices that seek to explore leadership for social justice and equity in New Zealand's culturally and linguistically diverse educational and social landscape. Similar to the diversity in other countries, where leaders demonstrate culturally responsive leadership practices in their quest…

"Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals

ERIC Educational Resources Information Center

McLaughlin, Juliana

2013-01-01

This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the…

Job satisfaction of practice assistants in general practice in Germany: an observational study.

PubMed

Goetz, Katja; Campbell, Stephen; Broge, Bjoern; Brodowski, Marc; Steinhaeuser, Jost; Wensing, Michel; Szecsenyi, Joachim

2013-08-01

Job satisfaction of practice staff is important for optimal health care delivery and for minimizing the turnover of non-medical professions. To document the job satisfaction of practice assistants in German general practice and to explore associations between job satisfaction, staff characteristics and culture in general practice organizations. The study was based on data from the European Practice Assessment accreditation scheme for general practices and used an observational design. The study population consisted of 1158 practice assistants from 345 general practices across Germany. Job satisfaction was measured with the 10-item Warr-Cook-Wall questionnaire. Organizational culture was evaluated with four items. A linear regression analysis was performed in which each of the job satisfaction items was handled as dependent variable. Out of 1716 staff member questionnaires handed out to practice assistants, 1158 questionnaires were completed (response rate: 67.5%). Practice assistants were most satisfied with their colleagues and least satisfied with their income. Higher job satisfaction was associated with issues of organizational culture, particularly a good working atmosphere, opportunities to suggest and influence areas for improvement and clear responsibilities within the practice team. Prioritizing initiatives to maintain high levels of, or to improve the job satisfaction of practice assistants, is important for recruitment and retention. It will also help to improve working conditions for both practice assistants and GPs and create an environment to provide better quality care.

Cultural theories of nursing responsive to human needs and values.

PubMed

Kikuchi, June F

2005-01-01

To present an alternative to the recent proposal that the extant theories of nursing be replaced with culture-specific theories of nursing in order to have theories of nursing that are culturally responsive. A philosophical analysis of the implications for nursing practice of adopting the proposal serves as the basis for recommending a different philosophically based theoretical solution. Anticipated probable objections to that recommendation are considered. Culture-specific theories of nursing might allow nurses to be culturally sensitive. However, because nurses must be humanly responsive to the needs of people as human beings and not just as cultural beings, cultural theories of nursing should be developed within the precepts of a transcultural theory of nursing grounded in a conception of objective human needs and values.

Culturally Responsive Evaluation Meets Systems-Oriented Evaluation

ERIC Educational Resources Information Center

Thomas, Veronica G.; Parsons, Beverly A.

2017-01-01

The authors of this article each bring a different theoretical background to their evaluation practice. The first author has a background of attention to culturally responsive evaluation (CRE), while the second author has a background of attention to systems theories and their application to evaluation. Both have had their own evolution of…

Developing Sociopolitical Consciousness at Freedom Schools: Implications for Culturally Responsive Teacher Preparation

ERIC Educational Resources Information Center

Jackson, Tambra O.

2011-01-01

This article describes the programmatic ways in which the Children's Defense Fund Freedom Schools[R] program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This paper places specific focus on the role that historical knowledge, the acknowledgement…

Mentorship in Higher Education: Compassionate Approaches Supporting Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Lucey, Thomas A.; White, Elizabeth S.

2017-01-01

The development of culturally responsive teachers who value their students for their own stories and backgrounds represents a critical pursuit. Unfortunately, new teachers report feeling unprepared for racial and ethnic diversity in the classroom and find that coursework addressing these issues provides little help in classroom practice (Castro,…

Culturally Responsive Positive Behavior Supports: Considerations for Practice

ERIC Educational Resources Information Center

Banks, Tachelle; Obiakor, Festus E.

2015-01-01

Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are…

Educating Gerontologists for Cultural Proficiency in End-of-Life Care Practice

ERIC Educational Resources Information Center

Stein, Gary L.; Sherman, Patricia A.; Bullock, Karen

2009-01-01

An educational program was developed to train practitioners to provide care for patients and families that are responsive to cultural concerns. The aim was to increase knowledge and improve attitudes toward providing culturally proficient and culturally sensitive care for patients and families facing life-threatening illnesses. The program…

A meta-ethnography of organisational culture in primary care medical practice.

PubMed

Grant, Suzanne; Guthrie, Bruce; Entwistle, Vikki; Williams, Brian

2014-01-01

Over the past decade, there has been growing international interest in shaping local organisational cultures in primary healthcare. However, the contextual relevance of extant culture assessment instruments to the primary care context has been questioned. The aim of this paper is to derive a new contextually appropriate understanding of the key dimensions of primary care medical practice organisational culture and their inter-relationship through a synthesis of published qualitative research. A systematic search of six electronic databases followed by a synthesis using techniques of meta-ethnography involving translation and re-interpretation. A total of 16 papers were included in the meta-ethnography from the UK, the USA, Canada, Australia and New Zealand that fell into two related groups: those focused on practice organisational characteristics and narratives of practice individuality; and those focused on sub-practice variation across professional, managerial and administrative lines. It was found that primary care organisational culture was characterised by four key dimensions, i.e. responsiveness, team hierarchy, care philosophy and communication. These dimensions are multi-level and inter-professional in nature, spanning both practice and sub-practice levels. The research contributes to organisational culture theory development. The four new cultural dimensions provide a synthesized conceptual framework for researchers to evaluate and understand primary care cultural and sub-cultural levels. The synthesised cultural dimensions present a framework for practitioners to understand and change organisational culture in primary care teams. The research uses an innovative research methodology to synthesise the existing qualitative research and is one of the first to develop systematically a qualitative conceptual framing of primary care organisational culture.

Community-Based Financial Literacy Education in a Cultural Context: A Study of Teacher Beliefs and Pedagogical Practice

ERIC Educational Resources Information Center

Tisdell, Elizabeth J.; Taylor, Edward W.; Forte, Karin Sprow

2013-01-01

This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a…

Acknowledging the Complexity and Diversity of Historical and Cultural ICT Professional Learning Practices in Schools

ERIC Educational Resources Information Center

Phelps, Renata; Graham, Anne; Watts, Tony

2011-01-01

Professional development in information and communication technology (ICT) remains a major imperative for schools as technologies, and what teachers are able to do with them, continue to evolve. The responses of individual schools to this ongoing challenge can be highly diverse and inevitably shaped by past and current cultural practices, which…

Fostering Culturally and Developmentally Responsive Teaching through Improvisational Practice

ERIC Educational Resources Information Center

Graue, Elizabeth; Whyte, Kristin; Delaney, Kate Kresin

2014-01-01

In this article we explore an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturally responsive early mathematics, we examine how teachers…

Teaching about Refugees: Developing Culturally Responsive Educators in Contexts of Politicised Transnationalism

ERIC Educational Resources Information Center

Gagné, Antoinette; Schmidt, Clea; Markus, Paula

2017-01-01

This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around…

The Knowledge and Practices of High School Science Teachers in Pursuit of Cultural Responsiveness

ERIC Educational Resources Information Center

Brown, Julie C.; Crippen, Kent J.

2017-01-01

Scholars argue that bridging students' backgrounds with canonical science is necessary for students of color by reducing incongruences between home and school and increasing the authenticity of science learning. However, science teachers often struggle with enacting culturally responsive pedagogies (CRP). This paper utilizes data from classroom…

Interrogating Practice in Culturally Diverse Classrooms: What Can an Analysis of Student Resistance and Teacher Response Reveal?

ERIC Educational Resources Information Center

Santoro, Ninetta; Forghani-Arani, Neda

2015-01-01

As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching…

Theory and Practice of Positive Feminist Therapy: A Culturally Responsive Approach to Divorce Therapy with Chinese Women

ERIC Educational Resources Information Center

Tzou, Jean Yuh-Jin; Kim, Eunha; Waldheim, Kim

2012-01-01

Positive Feminist Therapy (PFT) is a strength-based culturally responsive therapy model specifically designed for helping Chinese women facing marital conflicts and divorce, integrating Empowerment Feminist Therapy, systems theory, and positive psychology. To help clients become change agents, PFT uses clients' existing strengths to develop…

Managerial capacity and adoption of culturally competent practices in outpatient substance abuse treatment organizations.

PubMed

Guerrero, Erick G

2010-12-01

The field of cultural competence is shifting its primary emphasis from enhancement of counselors' skills to management, organizational policy, and processes of care. This study examined managers' characteristics associated with adoption of culturally competent practices in the nation's outpatient substance abuse treatment field. Findings indicate that in 1995, supervisors' cultural sensitivity played the most significant role in adopting practices, such as matching counselors and clients based on race and offering bilingual services. Staff's exposure to cross-cultural training increased from 1995 to 2005. In this period, positive associations were found between managers' cultural sensitivity and connection with the community and staff receiving cross-cultural training and the number of training hours completed. However, exposure to and investment in this training were negatively correlated with managers' formal education. Health administration policy should consider the extent to which the decision makers' education, community involvement, and cultural sensitivity contribute to building culturally responsive systems of care. Copyright © 2010 Elsevier Inc. All rights reserved.

Managerial Capacity and Adoption of Culturally Competent Practices in Outpatient Substance Abuse Treatment Organizations

PubMed Central

Guerrero, Erick G.

2010-01-01

The field of cultural competence is shifting its primary emphasis from enhancement of counselors' skills to management, organizational policy and processes of care. This study examined managers' characteristics associated with adoption of culturally competent practices in the nation's outpatient substance abuse treatment field. Findings indicate that in 1995 supervisors' cultural sensitivity played the most significant role in adopting practices, such as matching counselors and clients based on race and offering bilingual services. Staff's exposure to cross-cultural training increased from 1995 to 2005. In this time period, positive associations were found between managers' cultural sensitivity and connection with the community and staff receiving cross-cultural training and the number of training hours completed. However, exposure to and investment in this training were negatively correlated with managers' formal education. Health administration policy should consider the extent to which decision makers' education, community involvement and cultural sensitivity contributes to building culturally responsive systems of care. PMID:20727703

The patient centered medical home: mental models and practice culture driving the transformation process.

PubMed

Cronholm, Peter F; Shea, Judy A; Werner, Rachel M; Miller-Day, Michelle; Tufano, Jim; Crabtree, Benjamin F; Gabbay, Robert

2013-09-01

The Patient-Centered Medical Home (PCMH) has become a dominant model of primary care re-design. The PCMH model is a departure from more traditional models of healthcare delivery and requires significant transformation to be realized. To describe factors shaping mental models and practice culture driving the PCMH transformation process in a large multi-payer PCMH demonstration project. Individual interviews were conducted at 17 primary care practices in South Eastern Pennsylvania. A total of 118 individual interviews were conducted with clinicians (N = 47), patient educators (N = 4), office administrators (N = 12), medical assistants (N = 26), front office staff (N = 7), nurses (N = 4), care managers (N = 11), social workers (N = 4), and other stakeholders (N = 3). A multi-disciplinary research team used a grounded theory approach to develop the key constructs describing factors shaping successful practice transformation. Three central themes emerged from the data related to changes in practice culture and mental models necessary for PCMH practice transformation: 1) shifting practice perspectives towards proactive, population-oriented care based in practice-patient partnerships; 2) creating a culture of self-examination; and 3) challenges to developing new roles within the practice through distribution of responsibilities and team-based care. The most tension in shifting the required mental models was displayed between clinician and medical assistant participants, revealing significant barriers towards moving away from clinician-centric care. Key factors driving the PCMH transformation process require shifting mental models at the individual level and culture change at the practice level. Transformation is based upon structural and process changes that support orientation of practice mental models towards perceptions of population health, self-assessment, and the development of shared decision-making. Staff buy-in to the new roles and responsibilities driving PCMH transformation was described as central to making sustainable change at the practice level; however, key barriers related to clinician autonomy appeared to interfere with the formation of team-based care.

Responses to advanced cancer: Chinese-Australians.

PubMed

Chui, Ying-Yu; Donoghue, Judith; Chenoweth, Lynn

2005-12-01

This paper describes a study identifying the impact of key aspects of Chinese culture on the responses of mid-aged Chinese-Australians to their advanced cancer in order to make recommendations about their care within the health system. Studies conducted in the 1960s and 1970s focused on understanding people's psychological responses to their experiences of terminal illness, but the issue of culture was not addressed. In recent years, a few studies have been conducted with Chinese-Australians, but were limited to issues related to their information needs and the disclosure of a cancer diagnosis. There is a lack of understanding of the impact of Chinese culture on the experiences of these patients. A grounded theory approach was used to generate a substantive theory to explain how mid-aged Chinese-Australians respond to advancing cancer. Eleven participants were recruited and data were collected from face-to-face interviews, telephone contacts, observation and researcher field notes. Data generation occurred between 1997 and 1999. Four modes of response to advanced cancer were identified: acute crisis, combat, despondency and waiting for death. This paper deals particularly with the combat mode which incorporated five culturally specific strategies used by participants in their struggle against advanced cancer. These were traditional Chinese medicine, traditional Chinese beliefs on the use of food for health maintenance, qi gong (a form of exercise), feng shui (which involves paying attention to spatial organization) and the worship of ancestors and gods. Deeply entrenched within these responses is the influence of Chinese culture, rooted in the beliefs and practices of traditional Chinese medicine and the philosophy of harmony and balance of yin and yang and qi. Health care professionals need to be aware of the cultural practices and beliefs of the different ethnic groups for whom they care, and of the importance of accommodation to and negotiation about these cultural practices.

The Professional Culture of Community Pharmacy and the Provision of MTM Services.

PubMed

Rosenthal, Meagen M; Holmes, Erin R

2018-03-21

The integration of advanced pharmacy services into community pharmacy practice is not complete. According to implementation research understanding professional culture, as a part of context, may provide insights for accelerating this process. There are three objectives in this study. The first objective of this study was to validate an adapted version of an organizational culture measure in a sample of United States' (US) community pharmacists. The second objective was to examine potential relationships between the cultural factors identified using the validated instrument and a number of socialization and education variables. The third objective was to examine any relationships between the scores on the identified cultural factors and the provision of MTM services. This study was a cross-sectional online survey for community pharmacists in the southeastern US. The survey contained questions on socialization/education, respondents' self-reported provision of medication therapy management (MTM) services, and the organizational culture profile (OCP). Analyses included descriptive statistics, a principle components analysis (PCA), independent samples t-test, and multivariate ordinal regression. A total of 303 surveys were completed. The PCA revealed a six-factor structure: social responsibility, innovation, people orientation, competitiveness, attention to detail, and reward orientation. Further analysis revealed significant relationships between social responsibility and years in practice, and people orientation and attention to detail and pharmacists' training and practice setting. Significant positive relationships were observed between social responsibility, innovation, and competitiveness and the increased provision of MTM services. The significant relationships identified between the OCP factors and community pharmacist respondents' provision of MTM services provides an important starting point for developing interventions to improve the uptake of practice change opportunities.

A Cultural Immersion Field Experience: Examining Pre-Service Music Teachers' Beliefs about Cultural Differences

ERIC Educational Resources Information Center

VanDeusen, Andrea J.

2017-01-01

With the intent of informing music teacher education practices and developing more culturally responsive and relevant teachers, the purpose of this research was to explore pre-service music teachers' understandings of culture and diversity, and to examine the impact of a short-term cultural immersion field experience on pre-service music teachers'…

Emotions in “the world”: cultural practices, products, and meanings of anger and shame in two individualist cultures

PubMed Central

Boiger, Michael; Deyne, Simon De; Mesquita, Batja

2013-01-01

Three studies tested the idea that people’s cultural worlds are structured in ways that promote and highlight emotions and emotional responses that are beneficial in achieving central goals in their culture. Based on the idea that U.S. Americans strive for competitive individualism, while (Dutch-speaking) Belgians favor a more egalitarian variant of individualism, we predicted that anger and shame, as well as their associated responses, would be beneficial to different extents in these two cultural contexts. A questionnaire study found that cultural practices promote beneficial emotions (anger in the United States, shame in Belgium) and avoid harmful emotions (shame in the United States): emotional interactions were perceived to occur more or less frequently to the extent that they elicited culturally beneficial or harmful emotions. Similarly, a cultural product analysis showed that popular children’s books from the United States and Belgium tend to portray culturally beneficial emotions more than culturally harmful emotions. Finally, a word-association study of the shared cultural meanings surrounding anger and shame provided commensurate evidence at the level of the associated response. In each language network, anger and shame were imbued with meanings that reflected the cultural significance of the emotion: while culturally consistent emotions carried relatively stronger connotations of emotional yielding (e.g., giving in to anger and aggressing against the offender in the United States), culturally inconsistent emotions carried relatively stronger connotations of emotional containment (e.g., a stronger emphasis on suppressing or transforming shame in the United States). PMID:24367340

Loving out Loud: Community Mentors, Teacher Candidates, and Transformational Learning through a Pedagogy of Care and Connection

ERIC Educational Resources Information Center

Zygmunt, Eva; Cipollone, Kristin; Tancock, Susan; Clausen, Jon; Clark, Patricia; Mucherah, Winnie

2018-01-01

Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers' orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a…

Culturally Responsive Physics Teaching: Content or Conveyance?

NASA Astrophysics Data System (ADS)

Stewart, Taquan Seth

2011-12-01

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

The Limits of Dialogue among Teachers from Different National Contexts

ERIC Educational Resources Information Center

Shim, Jenna Min

2015-01-01

In this study, the author investigates the dynamics of dialogue among teachers in different national contexts based on their responses to different cultural practices. Employing Pierre Bourdieu's sociological theory of practice and his concept of habitus, the author shows that, as the teachers' responses are not entirely context-specific, they are…

Cultural and temperamental variation in emotional response.

PubMed

Tsai, Jeanne L; Levenson, Robert W; McCoy, Kimberly

2006-08-01

To examine the relative influence of cultural and temperamental factors on emotional response, we compared the emotional behavior, reports of emotional experience, and autonomic responses of 50 European American (EA) and 48 Chinese American (CA) college-age dating couples during conversations about conflicts in their relationships. EA couples showed more positive and less negative emotional behavior than did CA couples, despite similarities in reports of emotional experience and autonomic reactivity. Group differences in emotional behavior were mediated by cultural (values and practices) but not temperamental factors (neuroticism and extraversion). Collapsing across groups, cultural factors accounted for greater variance in emotional behavior but lesser variance in reports of emotional experience compared with temperamental factors. Together, these findings suggest that the relative influence of cultural and temperamental factors on emotion varies by response component. (c) 2006 APA, all rights reserved

NON-INFECTIOUS DISORDERS OF WARMWATER FISHES

EPA Science Inventory

Compared with infectious diseases and disorders, few non-infectious diseases and disorders in cultured fish have severe biologic or economic impact. Culture practices, however, often establish environments that promote infectious disease by weakening the immune response or by pro...

Reflective and Transformative Practice in Bilingual Teacher Preparation: Examining Cross-Cultural and Linguistic Equity

ERIC Educational Resources Information Center

Hernández, Ana M.

2017-01-01

Culture, class, and language are significant social markers that impact classrooms today with challenges in educating teachers to become culturally responsive and competent. This article presents a theoretical approach on the preparation of bilingual teacher candidates and how the literature can inform teacher education programs on developing…

Cultural Competence and Social Work Education: Moving toward Assessment of Practice Behaviors

ERIC Educational Resources Information Center

Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy

2016-01-01

Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining…

From "They" Science to "Our" Science: Hip Hop Epistemology in STEAM Education

NASA Astrophysics Data System (ADS)

Dolberry, Maurice E.

Hip hop has moved from being considered a type of music into being understood as a culture in which a prominent type of music originates. Hip hop culture has a philosophy and epistemological constructs as well. This study analyzed those constructs to determine how conceptions of science factor in hip hop worldviews. Pedagogical models in culturally responsive teaching and Science, Technology, Engineering, Arts, and Mathematics (STEAM) education were also examined to discern their philosophical connections with hip hop culture. These connections were used to create two theoretical models. The first one, Hip Hop Science, described how scientific thought functions in hip hop culture. The second model, Hip Hop STEAM Pedagogy, proposes how hip hop culture can inform STEAM teaching practices. The study began by using Critical Race Theory to create a theoretical framework proposing how the two theoretical models could be derived from the philosophical and pedagogical concepts. Content analysis and narrative inquiry were used to analyze data collected from scholarly texts, hip hop songs, and interviews with hip hop-responsive educators. The data from these sources were used initially to assess the adequacy of the proposed theoretical framework, and subsequently to improve its viability. Four overlapping themes emerged from the data analyses, including hip hop-resistance to formal education; how hip hop culture informs pedagogical practice in hip hop-responsive classrooms; conceptions of knowledge and reality that shape how hip hoppers conduct scientific inquiry; and hip hop-based philosophies of effective teaching for hip hoppers as a marginalized cultural group. The findings indicate that there are unique connections between hip hop epistemology, sciencemindedness, and pedagogical practices in STEAM education. The revised theoretical framework clarified the nature of these connections, and supported claims from prior research that hip hop culture provides viable sites of engagement for STEAM educators. It concluded with suggestions for future research that further explicates hip hop epistemology and Hip Hop STEAM Pedagogy.

Understanding Chinese immigrant and European American mothers' expressions of warmth.

PubMed

Cheah, Charissa S L; Li, Jin; Zhou, Nan; Yamamoto, Yoko; Leung, Christy Y Y

2015-12-01

Maternal warmth, the quality of the affectional bond between mothers and their children, has been found to be consistently associated with children's positive developmental outcomes in Western cultures. However, researchers debate the potential differences in the cultural meanings of maternal warmth, particularly between Chinese and European American families. To address the lack of empirical research on this issue, the present study examined culturally derived perceptions and practices of maternal warmth through open-ended interviews with 70 Chinese immigrant and 70 European American mothers of preschoolers. Specifically, we compared mothers' perceived importance and degree of expression of warmth toward their children, and why and how they express warmth toward their children in the 2 cultural groups. Results showed that, although mothers perceived expressing warmth to be similarly important, European American mothers perceived expressing more warmth toward their children. Moreover, both cultural similarities and differences were found in why these 2 groups of mothers believed it was important to express warmth and the specific practices they used. Chinese immigrant mothers' responses were interpreted as reflecting a cultural emphasis on nurturance and instrumental support, whereas European American mothers' responses reflected the Western cultural focus on more direct and outward demonstrations of warmth. (c) 2015 APA, all rights reserved).

Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts

ERIC Educational Resources Information Center

Mette, Ian M.; Nieuwenhuizen, Lisa; Hvidston, David J.

2016-01-01

The purpose of this study was to investigate the impact of one school's teacher-driven professional development effort to address culturally responsive teaching practices in a large district in a Midwestern state. During the 2011-2012 school year, a team of teachers and principals began a three-year long effort to provide job-embedded professional…

The Impact of Teachers' Knowledge and Professional Development Experiences on the Culturally Responsive Teaching Practices They Implement in Literacy

ERIC Educational Resources Information Center

Kavel, Rebecca L.

2017-01-01

With substantial demographic shifts in the U.S. student population, today's teachers educate growing numbers of students from culturally and linguistically diverse backgrounds (Kena, Aud, & Johnson, 2010). While these students bring an abundance of different cultures and languages from their families and communities, these dynamic shifts add…

Cross-Cultural Communications in the Classroom: An Annotated Bibliography of Films and Videos, 1985.

ERIC Educational Resources Information Center

Zanger, Virginia Vogel, Comp.

This list of 19 films and videotape recordings was developed in response to teacher requests for practical methods and materials for teaching about cultural similarities and differences. An introductory section briefly discusses classroom teaching about cross-cultural issues and the potential uses of the films included in the list. Indexes list…

Integrating Education: Parekhian Multiculturalism and Good Practice

ERIC Educational Resources Information Center

McGlynn, Claire

2009-01-01

This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through…

Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners

ERIC Educational Resources Information Center

Harris, Bryn; Sullivan, Amanda L.; Oades-Sese, Geraldine V.; Sotelo-Dynega, Marlene

2015-01-01

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in…

Micro-Cultures: Deconstructing Race/Expanding Multiculturalism

ERIC Educational Resources Information Center

Mahiri, Jabari

2015-01-01

Multicultural educational research, perspectives, and pedagogical practices emerged in response to assimilationist models for addressing cultural diversity. As a field of study, it incorporates an array of concepts, principles, theories, and content aimed at increasing educational equity and achievement for all students. Though working toward…

The importance of moral emotions for effective collaboration in culturally diverse healthcare teams.

PubMed

Cook, Catherine; Brunton, Margaret

2018-04-01

Moral emotions shape the effectiveness of culturally diverse teams. However, these emotions, which are integral to determining ethically responsive patient care and team relationships, typically go unrecognised. The contribution of emotions to moral deliberation is subjugated within the technorational environment of healthcare decision-making. Contemporary healthcare organisations rely on a multicultural workforce charged with the ethical care of vulnerable people. Limited extant literature examines the role of moral emotions in ethical decision-making among culturally diverse healthcare teams. Moral emotions are evident in ethnocentric moral perspectives that construct some colleagues' practices as 'other'. This article examines how moral emotions are evoked when cultural dissonance influences nurses' moral perceptions. We use a qualitative investigation of teamwork within culturally diverse healthcare organisations. We use Haidt's () account of moral emotions to examine practice-based accounts of 36 internationally educated and 17 New Zealand educated nurses practising in New Zealand. The study provides evidence that moral emotions are frequently elicited by communication and care practices considered 'foreign'. The main implication is that although safe practice in healthcare organisations is reliant on highly functioning teams, collaboration is challenged by interprofessional power relations of contested culturally shaped values. We address practice-based strategies that enable engagement with moral emotions to enhance effective teamwork. © 2017 John Wiley & Sons Ltd.

Addressing mental health disparities through clinical competence not just cultural competence: the need for assessment of sociocultural issues in the delivery of evidence-based psychosocial rehabilitation services.

PubMed

Yamada, Ann-Marie; Brekke, John S

2008-12-01

Recognition of ethnic/racial disparities in mental health services has not directly resulted in the development of culturally responsive psychosocial interventions. There remains a fundamental need for assessment of sociocultural issues that have been linked with the expectations, needs, and goals of culturally diverse consumers with severe and persistent mental illness. The authors posit that embedding the assessment of sociocultural issues into psychosocial rehabilitation practice is one step in designing culturally relevant empirically supported practices. It becomes a foundation on which practitioners can examine the relevance of their interventions to the diversity encountered in everyday practice. This paper provides an overview of the need for culturally and clinically relevant assessment practices and asserts that by improving the assessment of sociocultural issues the clinical competence of service providers is enhanced. The authors offer a conceptual framework for linking clinical assessment of sociocultural issues to consumer outcomes and introduce an assessment tool adapted to facilitate the process in psychosocial rehabilitation settings. Emphasizing competent clinical assessment skills will ultimately offer a strategy to address disparities in treatment outcomes for understudied populations of culturally diverse consumers with severe and persistent mental illness.

The importance of culture in treating abused and neglected children: an empirical review.

PubMed

Cohen, J A; Deblinger, E; Mannarino, A P; de Arellano, M A

2001-05-01

There is growing evidence that cultural factors may influence symptom development and treatment referral patterns among abused and neglected children. To date, few treatment outcome studies have specifically examined the impact of race, culture, or ethnicity on treatment response among maltreated children. Those that have attempted to include these factors have typically suffered from lack of clarity of the meaning of these terms. This article reviews the available empirical evidence that addresses the influence of culture on symptom formation, treatment-seeking behaviors, treatment preference, and response following child maltreatment. Hypotheses regarding these findings are addressed, and implications for practice, research, and public policy are discussed.

On Cross-Cultural Education in the Netherlands.

ERIC Educational Resources Information Center

Verduin-Muller, Henriette

Education for foreign migrant children in the Netherlands from 1960 to 1976 is discussed. Two aspects of the background and development of migrant education are stressed: governmental organization and education in practice. Discussed are the government's responsibility for investigating problems of cross-cultural education; inspecting educational…

Understand and Advocate for Communities First

ERIC Educational Resources Information Center

Khalifa, Muhammad; Arnold, Noelle Witherspoon; Newcomb, Whitney

2015-01-01

Culturally responsive parent-school relationships require educators to consider the cultural practices and understandings of families as a necessary condition of greater academic achievement. The establishment of healthy parent-school relationships is a complex and dynamic process. A school-community overlap, with a priority given to community…

Culturally responsive middle school science: A case study of needs, demands, and challenges

NASA Astrophysics Data System (ADS)

Woodrow, Kelli Ellen

2007-12-01

Culturally responsive programming has been proposed as a remedy for the well-documented disconnect between schools and the ethnically and culturally diverse students who attend them. These programs often focus on creating instructional materials and pedagogical practices that are aligned with the knowledges, perspectives and practices of these students. This study builds on that literature and examines the needs, demands, and challenges of developing a culturally responsive health science program for ethnically and culturally diverse urban middle school students. I approached this problem through a content analysis of the intended curriculum and a microethnography of the enacted curriculum. In my analysis of the intended curriculum, I adapted a science textbook analysis instrument created by the American Association for the Advancement of Science (AAAS) to include criteria related to identified features of culturally responsive education. Using these modified analytic criteria, I found that the pilot drafts of the curricular materials excelled in the areas of engaging students in relevant phenomenon but lacked many of these specifically culturally responsive elements. Recommendations were made to redress these deficiencies. In my analysis of the enacted curriculum, I observed in five eighth grade classrooms where the program was being implemented. I used participant observation, audio and video tape recordings, artifacts, and interviews over a six-month period to investigate teacher/student interactions, the social organization of the classrooms, and students' culturally distinctive knowledge resources---or what is sometimes referred to as their "funds of knowledge." I found that the affective interactions between teachers and students were precursors to any reform, and that students and teachers similarly defined these interactions as "teacher care." In addition, I found that the social organization of the classroom often privileged official content and ways of knowing while limiting students' ability to publicly draw on their unique funds of knowledge or to access their scientific sensemaking resources. Through the use of data accumulated from my curriculum analysis and classroom observations, I concluded that culturally responsive program development must incorporate both curricular development and inservice professional development focused not only on science but also on fundamental aspects of classroom interactions.

Preschool Teachers’ Language and Literacy Practices with Dual Language Learners

PubMed Central

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. PMID:27667968

Preschool Teachers' Language and Literacy Practices with Dual Language Learners.

PubMed

Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

A Research Practitioner's Perspective on Culturally Relevant Prevention: Scientific and Practical Considerations for Community-Based Programs

ERIC Educational Resources Information Center

Griffin, James P., Jr.; Miller, Erica

2007-01-01

This article is a response to a number of articles that use a culturally relevant prevention (CRP) approach for ethnic and racial minorities. The reaction is from a research practitioner's viewpoint. The authors argue in favor of determining an operational definition of cultural relevance by implementing prevention services with fidelity in the…

Cultural Implications of a Global Context: The Need for the Reference Librarian To Ask Again "Who Is My Client?".

ERIC Educational Resources Information Center

McSwiney, Carolyn

Globalization provides the contextual framework for cultural changes in the library user group. In order to be more effective, and realistically, more client-focused, the reference librarian is challenged to ask again "Who is my client?" in this changing context. This paper presents a positive and practical response to cultural change…

Advancing theory development: exploring the leadership-climate relationship as a mechanism of the implementation of cultural competence.

PubMed

Guerrero, Erick G; Fenwick, Karissa; Kong, Yinfei

2017-11-14

Leadership style and specific organizational climates have emerged as critical mechanisms to implement targeted practices in organizations. Drawing from relevant theories, we propose that climate for implementation of cultural competence reflects how transformational leadership may enhance the organizational implementation of culturally responsive practices in health care organizations. Using multilevel data from 427 employees embedded in 112 addiction treatment programs collected in 2013, confirmatory factor analysis showed adequate fit statistics for our measure of climate for implementation of cultural competence (Cronbach's alpha = .88) and three outcomes: knowledge (Cronbach's alpha = .88), services (Cronbach's alpha = .86), and personnel (Cronbach's alpha = .86) practices. Results from multilevel path analyses indicate a positive relationship between employee perceptions of transformational leadership and climate for implementation of cultural competence (standardized indirect effect = .057, bootstrap p < .001). We also found a positive indirect effect between transformational leadership and each of the culturally competent practices: knowledge (standardized indirect effect = .006, bootstrap p = .004), services (standardized indirect effect = .019, bootstrap p < .001), and personnel (standardized indirect effect = .014, bootstrap p = .005). Findings contribute to implementation science. They build on leadership theory and offer evidence of the mediating role of climate in the implementation of cultural competence in addiction health service organizations.

Chinese Children with ASD in Hong Kong (SAR): Development of Inclusive Practice

ERIC Educational Resources Information Center

Peters, Brenda; Forlin, Chris

2011-01-01

The advancement of inclusive educational provision in the Asia-Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum…

Using Consultee-Centered Consultation with Teachers in a Contemporary School Setting to Inform Culturally Responsive Practice

ERIC Educational Resources Information Center

Castro-Villarreal, Felicia; Rodriguez, Billie Jo

2017-01-01

The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers' experiences…

Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Quintos, Beatriz; Civil, Marta

2008-01-01

This study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or…

Prescribing by pharmacists in Alberta and its relation to culture and personality traits.

PubMed

Rosenthal, Meagen M; Houle, Sherilyn K D; Eberhart, Greg; Tsuyuki, Ross T

2015-01-01

As evidence for the efficacy of pharmacists' interventions, governments worldwide are developing legislation to formalize new practice approaches, including independent prescribing by pharmacists. Pharmacists in Alberta became the first in Canada availed of this opportunity; however, uptake of such has been slow. One approach to understanding this problem is through an examination of pharmacists who have already gained this ability. The primary objective of this study was to gain descriptive insight into the culture and personality traits of innovator, and early adopter, Alberta pharmacists with Additional Prescribing Authorization using the Organizational Culture Profile and Big Five Inventory. The study was a cross-sectional online survey of Alberta pharmacists who obtained Additional Prescribing Authorization (independent prescribing authority), in the fall of 2012. The survey contained three sections; the first contained basic demographic, background and practice questions; the second section contained the Organizational Culture Profile; and the third section contained the Big Five Inventory. Sixty-five survey instruments were returned, for a response rate of 39%. Respondents' mean age was 40 (SD 10) years. The top reason cited by respondents for applying for prescribing authority was to improve patient care. The majority of respondents perceived greater value in the cultural factors of competitiveness, social responsibility, supportiveness, performance orientation and stability, and may be more likely to exhibit behavior in line with the personality traits of extraversion, agreeableness, conscientiousness and openness. Inferential statistical analysis revealed a significant linear relationship between Organizational Culture Profile responses to cultural factors of social responsibility and competitiveness and the number of prescription adaptations provided. This insight into the experiences of innovators and early adopter pharmacist prescribers can be used to develop more specific and targeted knowledge implementation studies to improve the uptake and integration of prescribing by pharmacists. Copyright © 2015 Elsevier Inc. All rights reserved.

Adolescents'"Anime"-inspired "Fanfictions": An Exploration of Multiliteracies.

ERIC Educational Resources Information Center

Chandler-Olcott, Kelly; Mahar, Donna

2003-01-01

Explores "fanfiction" (fiction written by fans of mass culture, such as "anime," Japanese animation) as a valid literacy practice in the context of the Multiliteracies framework. Strives to understand youth culture better and to make school literacy instruction more responsive to learners' needs. Discusses "Anime" as…

The Cultural Discontinuity Hypothesis: A Critical Review of Literature

ERIC Educational Resources Information Center

Conner, Timothy W., II

2013-01-01

Researchers that study cultural and psychological influences on learning and development have proposed that differences between the socialized practices of European Americans and those of particular racial and ethnic minority youth are, to some degree, potentially responsible for persistent Racial and ethnic minority youth underachievement in…

Educating African American Children: Credibility at a Crossroads.

ERIC Educational Resources Information Center

CampbellJones, Brenda; CampbellJones, Franklin

2002-01-01

Considers whether African-American children can be educated in a system that ignores their cultural capital. Examines the effects of educational history and tradition, the importance of teacher reflection on attitudes and practices, and the need to culturally responsive rather than color blind. (Contains 43 references.) (SK)

Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study

PubMed Central

Maypilama, Elaine Lawurrpa; Fasoli, Lyn; Gundjarranbuy, Rosemary; Godwin-Thompson, Jenine; Guyula, Abbey; Yunupiŋu, Megan; Armstrong, Emily; Garrutju, Jane; McEldowney, Rose

2018-01-01

Background Yolngu or Yolŋu are a group of indigenous Australian people inhabiting north-eastern Arnhem Land in the Northern Territory of Australia. Recent government policy addressing disparities in outcomes between Indigenous and other children in Australia has resulted in the rapid introduction of early childhood interventions in remote Aboriginal communities. This is despite minimal research into their appropriateness or effectiveness for these contexts. Objective This research aims to privilege Aboriginal early childhood knowledge, priorities and practices and to strengthen the evidence base for culturally responsive and relevant assessment processes and support that distinguishes “difference” from “deficit” to facilitate optimal child development. Methods This collaborative qualitative research employs video ethnography, participant observation and in-depth interviews, involving Aboriginal families and researchers in design, implementation, interpretation and dissemination using a locally developed, culturally responsive research approach. Longitudinal case studies are being conducted with 6 families over 5 years and emerging findings are being explored with a further 50 families and key community informants. Data from all sources are analyzed inductively using a collaborative and iterative process. The study findings, grounded in an in-depth understanding of the cultural context of the study but with relevance to policy and practice more widely, are informing the development of a Web-based educational resource and targeted knowledge exchange activities. Results This paper focuses only on the research approach used in this project. The findings will be reported in detail in future publications. In response to community concerns about lack of recognition of Aboriginal early childhood strengths, priorities and knowledge, this collaborative community-driven project strengthens the evidence base for developing culturally responsive and relevant early childhood services and assessment processes to support optimal child development. The study findings are guiding the development of a Web-based educational resource for staff working with Aboriginal communities and families in the field of early child development. This website will also function as a community-developed tool for strengthening and maintaining Aboriginal knowledge and practice related to child development and child rearing. It will be widely accessible to community members through a range of platforms (eg, mobile phones and tablets) and will provide a model for other cultural contexts. Conclusions This project will facilitate wider recognition and reflection of cultural knowledge and practice in early childhood programs and policies and will support strengthening and maintenance of cultural knowledge. The culturally responsive and highly collaborative approach to community-based research on which this project is based will also inform future research through sharing knowledge about the research process as well as research findings. PMID:29514777

Occupational therapy in Oman: the impact of cultural dissonance.

PubMed

Al Busaidy, Najat Saif Mohammed; Borthwick, Alan

2012-09-01

Occupational therapy theory and philosophy are broadly considered to be based on Western cultural values. In contrast, the application of theory and practice in the Sultanate of Oman, historically based on traditional Middle Eastern and Islamic cultural values, provides a case exemplar, which highlights both paradigmatic differences and cultural dissonance. Drawing on the experiences of occupational therapists working in Oman, this study found that the application of therapeutic goals aimed at patient independence and autonomy were difficult to achieve in an environment where family duty and responsibility for care were highly prized. Dressing and cooking assessments were challenging, and issues related to gender proved problematic. Therapists found the need to adapt practice to acknowledge these differences, and to adopt pragmatic problem-solving strategies, without resolving the underpinning philosophical contradictions. Occupational therapy in Oman is under-researched; further work is needed to confirm the cross-cultural validity of specific assessments and practice models. Copyright © 2012 John Wiley & Sons, Ltd.

Cultural responses to health among Mexican American women and their families.

PubMed

Padilla, Yolanda C; Villalobos, Griselda

2007-01-01

Based on an in-depth analysis of current empirical research, this article presents a framework for understanding the cultural experience of the Mexican American population and presents implications for innovative health promotion practices with women and their families. The framework sheds light on the complex ways in which individuals from this population integrate their cultural values in their everyday responses to health. Three patterns emerge: (a) cultural expectations and beliefs can be shared by and work complementarily in the family and the larger social context; (b) cultural beliefs can be a source of tension and stress as a result of pressures in the environment; and (c) cultural values can become less important than other concerns, such as problems related to access when dealing with the healthcare system.

CULTURAL COMPETENCE IN OUTPATIENT SUBSTANCE ABUSE TREATMENT: MEASUREMENT AND RELATIONSHIP TO WAIT TIME AND RETENTION

PubMed Central

Guerrero, Erick; Andrews, Christina M.

2011-01-01

BACKGROUND Culturally competent practice is broadly acknowledged to be an important strategy to increase the quality of services for racial/ethnic minorities in substance abuse treatment. However, few empirically derived measures of organizational cultural competence exist, and relatively little is known about how these measures affect treatment outcomes. METHOD Using a nationally representative sample of outpatient substance abuse treatment (OSAT) programs, this study used item response theory to create two measures of cultural competence-organizational practices and managers' culturally sensitive beliefs—and examined their relationship to client wait time and retention using Poisson regression modeling RESULTS The most common and precisely measured organizational practices reported by OSAT managers included matching providers and clients based on language/dialect; offering cross-cultural training; and fostering connections with community and faith-based organizations connected to racial and ethnic minority groups. The most culturally sensitive belief among OSAT managers was support for language/dialect matching for racial and ethnic minority clients. Results of regression modeling indicate that organizational practices were not related to either outcome. However, managers' culturally sensitive beliefs were negatively associated with average wait time (p < 0.05), and positively associated with average retention (p < 0.01). CONCLUSIONS Managers' culturally sensitive beliefs—considered to be influential for effective implementation of culturally competent practices—may be particularly relevant in influencing wait time and retention in OSAT organizations that treat Latinos and African American clients. PMID:21680111

Organizational culture of a private hospital.

PubMed

Vegro, Thamiris Cavazzani; Rocha, Fernanda Ludmilla Rossi; Camelo, Silvia Helena Henriques; Garcia, Alessandra Bassalobre

2016-06-01

Objective To assess the values and practices that characterize the organizational culture of a private hospital in the state of São Paulo in the perspective of nursing professionals. Methods Quantitative, descriptive, cross-sectional study. Data collection was conducted between January and March 2013 using the Brazilian Instrument for Assessing Organizational Culture. Twenty-one nurses and sixty-two nursing aides and technicians participated in the study. The responses of the participants were coded into numerical categories, generating an electronic database to be analyzed by means of the software Statistical Package for the Social Sciences. Results Scores of cooperative professionalism values (3.24); hierarchical strictness values (2.83); individual professionalism values (2.69); well-being values (2.71); external integration practices (3.73); reward and training practices (2.56); and relationship promotion practices (2.83). Conclusion In the perception of workers, despite the existence of hierarchical strictness there is cooperation at work and the institution pursues customer satisfaction and good interpersonal relationships.

Listening to the Third Voices of Pangasinan Students: Designing and Enacting Culturally Sensitive Curriculum

ERIC Educational Resources Information Center

Wilder, Phillip

2015-01-01

This response builds upon Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" by exploring how an expanded understanding of the ubiquitous nature of adolescent literacy practices and identities challenge traditional notions of "in school" and "out of school"…

Treating Stress across Cultures: A Somatic-Cognitive Model.

ERIC Educational Resources Information Center

Lippincott, Joseph A.

Acculturative stress or culture shock is a stress response that often occurs as individuals, especially students, travel and live in other countries. This paper describes a practical treatment model designed to help reduce the effects of this reaction. It states that the model is a comprehensive, integrative stress management treatment protocol…

Culturally Responsive Literacy Practices in an Early Childhood Community

ERIC Educational Resources Information Center

Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

2018-01-01

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

Improving Fluency Skills of Secondary-Level Students from Diverse Backgrounds

ERIC Educational Resources Information Center

O'Shea, Doris J.; McQuiston, Kathleen; McCollin, Michelle

2009-01-01

Many secondary-level students from culturally and linguistically diverse (CLD) backgrounds need to nurture their ongoing literacy growth to become independent, tenacious readers. Middle and high school teachers' use of direct and explicit strategies that are focused on culturally and linguistically responsive practices (e.g., use of relevant texts…

South Texas Teachers' and Leaders' Perceptions of Multicultural Education

ERIC Educational Resources Information Center

Jimenez, Monica Rosalina Medina; Guzmán, Norma A.; Maxwell, Gerri M.

2014-01-01

There is a large body of literature that suggests that the increase of cultural diversity in schools should be understood as a call for new teaching approaches that promote multicultural awareness among students and where educators and school leaders exhibit culturally responsive organizational practices, behaviors and attitudes (Assaf, Garza,…

Culturally Responsive Experimental Intervention Studies: The Development of a Rubric for Paradigm Expansion

ERIC Educational Resources Information Center

Bal, Aydin; Trainor, Audrey A.

2016-01-01

Neither legislative demand for evidence-based practices nor a focus on experimental designs for educational interventions has ameliorated the disparate educational opportunities and outcomes for youth from nondominant cultural and linguistic backgrounds. Recent initiatives to increase the rigor of intervention research in special education have…

Practicing Culturally Responsive Pedagogy in Physical Education

ERIC Educational Resources Information Center

Young, Shawna; Sternod, Brandon M.

2011-01-01

As a result of continuous global immigration to the United States, several microcultures coexist within the country. Today's classroom should provide an interface where individuals from different cultural backgrounds have the potential for sharing a rich place of learning--a place where the teacher embraces and celebrates individual differences,…

Language, Culture and Identity at the Nexus of Professional Learning

ERIC Educational Resources Information Center

Fickel, Letitia Hochstrasser; Henderson, Christine; Price, Gaylene

2017-01-01

Background: Given the persistent gap among majority and minority students in international measures of student outcomes, there is growing attention and research focused on teacher knowledge, learning and professional development. Culturally responsive practice has been posited as one way to ameliorate disparities in outcomes. Proponents of…

Open Hands, Open Hearts: Working with Native Youth in the Schools.

ERIC Educational Resources Information Center

Garrett, Michael Tlanusta; Bellon-Harn, Monica L.; Torres-Rivera, Edil; Garrett, J. T.; Roberts, Lisen C.

2003-01-01

A comprehensive discussion of the potential for cultural discontinuity experienced by native youth in the schools is offered with implications for culturally responsive service delivery. Practical recommendations are provided for special educators and related service professionals working with native youth to improve knowledge, awareness, and…

Understanding the Motivation and Transformation of White Culturally Responsive Professors

ERIC Educational Resources Information Center

Jenkins, China; Alfred, Mary

2018-01-01

The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was…

Organizational Culture and University Responses to Parenting Students: A Case Study

ERIC Educational Resources Information Center

Nichols, Tracy R.; Biederman, Donna J.; Gringle, Meredith R.

2017-01-01

This case study examines implications of a university's culture on advocating for supportive policies and programs for parenting students. Four themes illuminated several key tensions within the institution that affected support for parenting students: the lack of formal policy, an emphasis on faculty practices around accommodations, concerns…

“Nothing Special, Everything Is Maamuli”: Socio-Cultural and Family Practices Influencing the Perinatal Period in Urban India

PubMed Central

Raman, Shanti; Srinivasan, Krishnamachari; Kurpad, Anura; Razee, Husna; Ritchie, Jan

2014-01-01

Background Globally, India contributes the largest share in sheer numbers to the burden of maternal and infant under-nutrition, morbidity and mortality. A major gap in our knowledge is how socio-cultural practices and beliefs influence the perinatal period and thus perinatal outcomes, particularly in the rapidly growing urban setting. Methods and Findings Using data from a qualitative study in urban south India, including in-depth interviews with 36 women who had recently been through childbirth as well as observations of family life and clinic encounters, we explored the territory of familial, cultural and traditional practices and beliefs influencing women and their families through pregnancy, childbirth and infancy. We found that while there were some similarities in cultural practices to those described before in studies from low resource village settings, there are changing practices and ideas. Fertility concerns dominate women’s experience of married life; notions of gender preference and ideal family size are changing rapidly in response to the urban context; however inter-generational family pressures are still considerable. While a rich repertoire of cultural practices persists throughout the perinatal continuum, their existence is normalised and even underplayed. In terms of diet and nutrition, traditional messages including notions of ‘hot’ and ‘cold’ foods, are stronger than health messages; however breastfeeding is the cultural norm and the practice of delayed breastfeeding appears to be disappearing in this urban setting. Marriage, pregnancy and childbirth are so much part of the norm for women, that there is little expectation of individual choice in any of these major life events. Conclusions A greater understanding is needed of the dynamic factors shaping the perinatal period in urban India, including an acknowledgment of the health promoting as well as potentially harmful cultural practices and the critical role of the family. This will help plan culturally appropriate integrated perinatal health care. PMID:25369447

"Nothing special, everything is maamuli": socio-cultural and family practices influencing the perinatal period in urban India.

PubMed

Raman, Shanti; Srinivasan, Krishnamachari; Kurpad, Anura; Razee, Husna; Ritchie, Jan

2014-01-01

Globally, India contributes the largest share in sheer numbers to the burden of maternal and infant under-nutrition, morbidity and mortality. A major gap in our knowledge is how socio-cultural practices and beliefs influence the perinatal period and thus perinatal outcomes, particularly in the rapidly growing urban setting. Using data from a qualitative study in urban south India, including in-depth interviews with 36 women who had recently been through childbirth as well as observations of family life and clinic encounters, we explored the territory of familial, cultural and traditional practices and beliefs influencing women and their families through pregnancy, childbirth and infancy. We found that while there were some similarities in cultural practices to those described before in studies from low resource village settings, there are changing practices and ideas. Fertility concerns dominate women's experience of married life; notions of gender preference and ideal family size are changing rapidly in response to the urban context; however inter-generational family pressures are still considerable. While a rich repertoire of cultural practices persists throughout the perinatal continuum, their existence is normalised and even underplayed. In terms of diet and nutrition, traditional messages including notions of 'hot' and 'cold' foods, are stronger than health messages; however breastfeeding is the cultural norm and the practice of delayed breastfeeding appears to be disappearing in this urban setting. Marriage, pregnancy and childbirth are so much part of the norm for women, that there is little expectation of individual choice in any of these major life events. A greater understanding is needed of the dynamic factors shaping the perinatal period in urban India, including an acknowledgment of the health promoting as well as potentially harmful cultural practices and the critical role of the family. This will help plan culturally appropriate integrated perinatal health care.

Emotion socialization practices in Italian and Hong Kong-Chinese mothers.

PubMed

Fiorilli, Caterina; De Stasio, Simona; Di Chicchio, Carlo; Chan, Siu Mui

2015-01-01

Parents' emotion socialization practices are their ways of handling their children's emotional experiences in light of cultural expectations surrounding emotions. Such practices are thought to significantly affect children's social adjustment. We compared the parenting practices of Italian and Hong Kong Chinese samples in an ethnological validation study of the maternal responses to children's emotion scale (MRCES). Participants were 71 Italian mothers (M = 39.45) and 71 Hong Kong-Chinese mothers (M = 37.75) with children aged 6-9 years. The results confirmed the two-factor structure identified by the scale's authors, namely coaching/emotion-encouraging and emotion dismissing approaches, respectively. Each of the two factors displayed satisfactory internal consistency. The Chinese mothers obtained higher scores than the Italian mothers on both subscales. Our findings suggested that parents' emotion socialization practices for coping with children's emotions received different degrees of emphasis and were underpinned by different meaning in the Hong Kong and Italian cultural groups. These cultural differences are discussed in relation to their effect on children's socio-emotional development.

Values Engagement in Evaluation: Ideas, Illustrations, and Implications

ERIC Educational Resources Information Center

Hall, Jori N.; Ahn, Jeehae; Greene, Jennifer C.

2012-01-01

Values-engagement in evaluation involves both describing stakeholder values and prescribing certain values. Describing stakeholder values is common practice in responsive evaluation traditions. Prescribing or advocating particular values is only "explicitly" part of democratic, culturally responsive, critical, and other openly…

Addressing Mental Health Disparities through Clinical Competence Not Just Cultural Competence: The Need for Assessment of Sociocultural Issues in the Delivery of Evidence-Based Psychosocial Rehabilitation Services

PubMed Central

Yamada, Ann-Marie; Brekke, John S

2008-01-01

Recognition of ethnic/racial disparities in mental health services has not directly resulted in the development of culturally responsive psychosocial interventions. There remains a fundamental need for assessment of sociocultural issues that have been linked with the expectations, needs, and goals of culturally diverse consumers with severe and persistent mental illness. The authors posit that embedding the assessment of sociocultural issues into psychosocial rehabilitation practice is one step in designing culturally relevant empirically supported practices. It becomes a foundation on which practitioners can examine the relevance of their interventions to the diversity encountered in everyday practice. This paper provides an overview of the need for culturally and clinically relevant assessment practices and asserts that by improving the assessment of sociocultural issues the clinical competence of service providers is enhanced. The authors offer a conceptual framework for linking clinical assessment of sociocultural issues to consumer outcomes and introduce an assessment tool adapted to facilitate the process in psychosocial rehabilitation settings. Emphasizing competent clinical assessment skills will ultimately offer a strategy to address disparities in treatment outcomes for understudied populations of culturally diverse consumers with severe and persistent mental illness. PMID:18778881

Public health preparedness of health providers: meeting the needs of diverse, rural communities.

PubMed

Hsu, Chiehwen Ed; Mas, Francisco Soto; Jacobson, Holly E; Harris, Ann Marie; Hunt, Victoria I; Nkhoma, Ella T

2006-11-01

Meeting the needs of public health emergency and response presents a unique challenge for health practitioners with primary responsibilities for rural communities that are often very diverse. The present study assessed the language capabilities, confidence and training needs of Texas rural physicians in responding to public health emergencies. In the first half of year 2004, a cross-sectional, semistructured survey questionnaire was administered in northern, rural Texas. The study population consisted of 841 practicing or retired physicians in the targeted area. One-hundred-sixty-six physicians (30%) responded to the survey. The responses were geographically referenced in maps. Respondents reported seeing patients with diverse cultural backgrounds. They communicated in 16 different languages other than English in clinical practice or at home, with 40% speaking Spanish at work. Most were not confident in the diagnosis or treatment of public health emergency cases. Geographic information systems were found useful in identifying those jurisdictions with expressed training and cultural needs. Additional efforts should be extended to involve African-American/Hispanic physicians in preparedness plans for providing culturally and linguistically appropriate care in emergencies.

Positive Psychology: Transforming Young Lives

ERIC Educational Resources Information Center

Brendtro, Larry K.; Mitchell, Martin L.

2011-01-01

To reach responsible independence, young people must become invested in setting their life course. A rich history of research and practice shows that democratic group climates foster autonomy and prosocial behavior. This article explores principles and practices for creating positive peer cultures to develop strengths and help youth meet their…

Traditional ecological knowledge and restoration practice

Treesearch

René Senos; Frank K. Lake; Nancy Turner; Dennis Martinez

2006-01-01

Ecological restoration is a process, a directed action aimed at repairing damage to ecocultural systems for which humans are responsible. Environmental degradation has impaired the functioning of both ecological and cultural systems and disrupted traditional practices that maintained these systems over several millennia. Indigenous and local peoples who depend...

Building on Strengths: Intergenerational Practice with African American Families

ERIC Educational Resources Information Center

Waites, Cheryl

2009-01-01

Intergenerational kinship and multigenerational families (three or more generations) have been a source of strength for African Americans. This article presents a culturally responsive intergenerational practice model for working with African American families that draws on this legacy. The model looks at intergenerational kinship and…

Organizational Culture and Physician Satisfaction with Dimensions of Group Practice

PubMed Central

Zazzali, James L; Alexander, Jeffrey A; Shortell, Stephen M; Burns, Lawton R

2007-01-01

Research Objective To assess the extent to which the organizational culture of physician group practices is associated with individual physician satisfaction with the managerial and organizational capabilities of the groups. Study Design and Methods Physician surveys from 1997 to 1998 assessing the culture of their medical groups and their satisfaction with six aspects of group practice. Organizational culture was conceptualized using the Competing Values framework, yielding four distinct cultural types. Physician-level data were aggregated to the group level to attain measures of organizational culture. Using hierarchical linear modeling, individual physician satisfaction with six dimensions of group practice was predicted using physician-level variables and group-level variables. Separate models for each of the four cultural types were estimated for each of the six satisfaction measures, yielding a total of 24 models. Sample Studied Fifty-two medical groups affiliated with 12 integrated health systems from across the U.S., involving 1,593 physician respondents (38.3 percent response rate). Larger medical groups and multispecialty groups were over-represented compared with the U.S. as a whole. Principal Findings Our models explain up to 31 percent of the variance in individual physician satisfaction with group practice, with individual organizational culture scales explaining up to 5 percent of the variance. Group-level predictors: group (i.e., participatory) culture was positively associated with satisfaction with staff and human resources, technological sophistication, and price competition. Hierarchical (i.e., bureaucratic) culture was negatively associated with satisfaction with managerial decision making, practice level competitiveness, price competition, and financial capabilities. Rational (i.e., task-oriented) culture was negatively associated with satisfaction with staff and human resources, and price competition. Developmental (i.e., risk-taking) culture was not significantly associated with any of the satisfaction measures. In some of the models, being a single-specialty group (compared with a primary care group) and a group having a higher percent of male physicians were positively associated with satisfaction with financial capabilities. Physician-level predictors: individual physicians' ratings of organizational culture were significantly related to many of the satisfaction measures. In general, older physicians were more satisfied than younger physicians with many of the satisfaction measures. Male physicians were less satisfied with data capabilities. Primary care physicians (versus specialists) were less satisfied with price competition. Conclusion Some dimensions of physician organizational culture are significantly associated with various aspects of individual physician satisfaction with group practice. PMID:17489908

Longitudinal association between child emotion regulation and aggression, and the role of parenting: a comparison of three cultures

PubMed Central

Bozicevic, Laura; De Pascalis, Leonardo; Schuitmaker, Nicole; Tomlinson, Mark; Cooper, Peter J.; Murray, Lynne

2017-01-01

Background The ability to regulate emotions is a key developmental achievement, acquired during social interactions and associated with better behavioral and social outcomes. We examined the influence of culture on child emotion regulation (ER) and aggression, and on early parenting practices, and the role of parenting in child ER. Methods We assessed 48 mother-infant dyads from three cultures (one UK, two South African (SA)), at three months infant age for maternal sensitivity during face-to-face interaction, and responses to infant distress during daily life, and at two years for child ER strategies and maternally-reported aggression. Results There were cultural differences in child ER, and these were associated with differences in levels of aggression. Maternal strategies in response to early infant distress also differed by culture and predicted later child ER. Maternal sensitivity during face-to-face interactions was not associated with culture and showed no clear relationship with child ER. Conclusion Cultural differences in maternal responses to infant distress mediated differences in child ER that are, in turn, related to differences in child aggression. PMID:27486811

Longitudinal Association between Child Emotion Regulation and Aggression, and the Role of Parenting: A Comparison of Three Cultures.

PubMed

Bozicevic, Laura; De Pascalis, Leonardo; Schuitmaker, Nicole; Tomlinson, Mark; Cooper, Peter J; Murray, Lynne

The ability to regulate emotions is a key developmental achievement acquired during social interactions and associated with better behavioral and social outcomes. We examined the influence of culture on child emotion regulation (ER) and aggression and on early parenting practices, and the role of parenting in child ER. We assessed 48 mother-infant dyads from three cultures (1 UK, 2 South African) at infant age of 3 months for maternal sensitivity during face-to-face interactions and responses to infant distress during daily life, and at 2 years for child ER strategies and maternally reported aggression. There were cultural differences in child ER, and these were associated with differences in levels of aggression. Maternal strategies in response to early infant distress also differed by culture and predicted later child ER. Maternal sensitivity during face-to-face interactions was not associated with culture and showed no clear relationship with child ER. Cultural differences in maternal responses to infant distress mediated differences in child ER that are, in turn, related to differences in child aggression. © 2016 S. Karger AG, Basel.

Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice

ERIC Educational Resources Information Center

Sciuchetti, Maria B.

2017-01-01

Despite great strides toward equity and inclusion of all students, the disproportionate representation of students from culturally and linguistically diverse (CLD) backgrounds has been an issue of concern within the field of special education for decades. Of particular concern is the disproportionate representation of students from CLD backgrounds…

Systemic Transformation from the Ground-Up: Using Learning Lab to Design Culturally Responsive Schoolwide Positive Behavioral Supports

ERIC Educational Resources Information Center

Bal, Aydin; Kozleski, Elizabeth B.; Schrader, Elizabeth M.; Rodriguez, Esmeralda M.; Pelton, Scott

2014-01-01

The enduring existence of disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs and disciplinary practices creates a double bind for educators, educational leaders, and families. Disproportionality is an adaptive systemic issue that is not under any entity's control; thus,…

Celebrating Musical Diversity: Training Culturally Responsive Music Educators in Multiracial Singapore

ERIC Educational Resources Information Center

Cain, Melissa

2015-01-01

This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…

Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools

ERIC Educational Resources Information Center

Rodriguez, Alberto J.; Zozakiewicz, Cathy; Yerrick, Randy

2005-01-01

Recent science and teacher education reports continue to stress the need for radical changes in the way teachers are prepared to teach science to diverse learners. In response, a three-year intervention project was developed to help teachers in culturally diverse schools transform their science teaching practices using learning technologies. Many…

Culturally Responsive Practice and the Role of School Administrators

ERIC Educational Resources Information Center

Minkos, Marlena L.; Sassu, Kari A.; Gregory, Jess L.; Patwa, Shamim S.; Theodore, Lea A.; Femc-Bagwell, Michele

2017-01-01

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ…

Cultures of Work-Life Balance in Higher Education: A Case of Fragmentation

ERIC Educational Resources Information Center

Lester, Jaime

2015-01-01

In response to demographic shifts, colleges and universities implemented new policies, adopted new practices, and created professional development opportunities to gain support for work-life balance. Research on work-life balance reveals gender disparities, lack of policy usage, and a lack of cultural change with little understanding of the ways…

The Complexity of Integrity Culture Change: A Case Study of a Liberal Arts College

ERIC Educational Resources Information Center

Bertram Gallant, Tricia

2007-01-01

The concept of academic integrity has been resurrected in both literature and practice in response to a perceived problem of student academic dishonesty. Most specifically, academic integrity advocates suggest changing the student academic culture to normalize academic integrity and reduce occurrences of academic dishonesty. Theories of…

Making Culturally Responsive Mathematics Teaching Explicit: A Lesson Analysis Tool

ERIC Educational Resources Information Center

Aguirre, Julia M.; Zavala, Maria del Rosario

2013-01-01

In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood, Third Edition

ERIC Educational Resources Information Center

York, Stacey

2016-01-01

Use the updated activities, examples, and research to improve your anti-­bias and multicultural education programs. This clear and practical guide includes expanded information on English Language Learners, family engagement, culturally responsive teaching, and staff training. Create a positive environment for working with diverse groups of…

AN ASSESSMENT OF CULTURAL VALUES AND RESIDENT-CENTERED CULTURE CHANGE IN US NURSING FACILITIES

PubMed Central

Banaszak-Holl, Jane; Castle, Nicholas G.; Lin, Michael; Spreitzer, Gretchen

2012-01-01

Background Culture Change initiatives propose to improve care by addressing the lack of managerial supports and prevalent stressful work environments in the industry; however, little is known about how Culture Change facilities differ from facilities in the industry that have not chosen to affiliate with the resident-centered care movements. Purpose To evaluate representation of organizational culture values within a random sample of U.S. nursing home facilities using the Competing Values Framework (CVF) and to determine whether organizational values are related to membership in resident-centered Culture Change initiatives. Design and Methods We collected reports of cultural values using a well-established CVF instrument in a random survey of facility administrators and directors of nursing within all states. We received responses from 57% of the facilities that were mailed the survey. Directors of nursing and administrators did not vary significantly in their reports of culture and facility measures combine their responses. Findings Nursing facilities favored market-focused cultural values on average and developmental values, key to innovation, were the least common across all nursing homes. Approximately 17% of facilities reported all cultural values were strong within their facilities. Only high developmental cultural values were linked to participation in culture change initiatives. Culture Change facilities were not different from non-Culture Change facilities in the promotion of employee focus as organizational culture, as is emphasized in group culture values. Likewise, Culture Change facilities were also not any more likely to have hierarchical or market foci than non-Culture Change facilities. Practice Implications Our results counter the argument that Culture Change facilities have a stronger internal employee focus than facilities more generally but does show that Culture Change facilities report stronger developmental cultures than non-Culture Change facilities, which indicates a potential to be innovative in their strategies. Facilities are culturally ready to become resident-centered and may face other barriers to adopting these practices. PMID:22936002

School Leadership Practice and Preparation: Comparative Perspectives on Organizational Learning (OL), Instructional Leadership (IL) and Culturally Responsive Practices (CRP)

ERIC Educational Resources Information Center

Ylimaki, Rose; Jacobson, Stephen

2013-01-01

Purpose: The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation. Design/methodology/approach: This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals,…

Bridging the Theory-to-Practice Gap: Some Thoughts from an Internal OD Consultant

ERIC Educational Resources Information Center

Myers, Nancy F.

2008-01-01

In this article, the author shares her thoughts on bridging the theory-to-practice gap in human resource development (HRD). She says both theorists and practitioners are responsible for the gap between theory and practice. They need to open up their respective cultures to each other and invite one another to participate. They have to discard…

Addressing Disproportionate Discipline Practices within a School-Wide Positive Behavioral Interventions and Supports Framework: A Practical Guide for Calculating and Using Disproportionality Rates

ERIC Educational Resources Information Center

Boneshefski, Michael J.; Runge, Timothy J.

2014-01-01

Culturally responsible implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) requires that schools monitor indices of disciplinary practices among minority groups. School teams are encouraged to calculate risk indices and risk ratios to evaluate the extent to which students of all groups are removed from classrooms…

On Promoting Understanding and Equity through Compassionate Educational Practice: Toward a New Inclusion

ERIC Educational Resources Information Center

Bilias-Lolis, Evelyn; Gelber, Nicholas W.; Rispoli, Kristin M.; Bray, Melissa A.; Maykel, Cheryl

2017-01-01

This work offers a conceptual synthesis of several contemporary educational service delivery models that implicitly embed compassionate educational practices into supporting the learning and growth of diverse student populations. This manuscript discusses how such paradigms, such as culturally responsive positive behavior intervention and supports…

Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study.

PubMed

Lowell, Anne; Maypilama, Elaine Lawurrpa; Fasoli, Lyn; Gundjarranbuy, Rosemary; Godwin-Thompson, Jenine; Guyula, Abbey; Yunupiŋu, Megan; Armstrong, Emily; Garrutju, Jane; McEldowney, Rose

2018-03-07

Yolngu or Yolŋu are a group of indigenous Australian people inhabiting north-eastern Arnhem Land in the Northern Territory of Australia. Recent government policy addressing disparities in outcomes between Indigenous and other children in Australia has resulted in the rapid introduction of early childhood interventions in remote Aboriginal communities. This is despite minimal research into their appropriateness or effectiveness for these contexts. This research aims to privilege Aboriginal early childhood knowledge, priorities and practices and to strengthen the evidence base for culturally responsive and relevant assessment processes and support that distinguishes "difference" from "deficit" to facilitate optimal child development. This collaborative qualitative research employs video ethnography, participant observation and in-depth interviews, involving Aboriginal families and researchers in design, implementation, interpretation and dissemination using a locally developed, culturally responsive research approach. Longitudinal case studies are being conducted with 6 families over 5 years and emerging findings are being explored with a further 50 families and key community informants. Data from all sources are analyzed inductively using a collaborative and iterative process. The study findings, grounded in an in-depth understanding of the cultural context of the study but with relevance to policy and practice more widely, are informing the development of a Web-based educational resource and targeted knowledge exchange activities. This paper focuses only on the research approach used in this project. The findings will be reported in detail in future publications. In response to community concerns about lack of recognition of Aboriginal early childhood strengths, priorities and knowledge, this collaborative community-driven project strengthens the evidence base for developing culturally responsive and relevant early childhood services and assessment processes to support optimal child development. The study findings are guiding the development of a Web-based educational resource for staff working with Aboriginal communities and families in the field of early child development. This website will also function as a community-developed tool for strengthening and maintaining Aboriginal knowledge and practice related to child development and child rearing. It will be widely accessible to community members through a range of platforms (eg, mobile phones and tablets) and will provide a model for other cultural contexts. This project will facilitate wider recognition and reflection of cultural knowledge and practice in early childhood programs and policies and will support strengthening and maintenance of cultural knowledge. The culturally responsive and highly collaborative approach to community-based research on which this project is based will also inform future research through sharing knowledge about the research process as well as research findings. ©Anne Lowell, Elaine Lawurrpa Maypilama, Lyn Fasoli, Rosemary Gundjarranbuy, Jenine Godwin-Thompson, Abbey Guyula, Megan Yunupiŋu, Emily Armstrong, Jane Garrutju, Rose McEldowney. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 07.03.2018.

Dimensions of patient safety culture in family practice.

PubMed

Palacios-Derflingher, Luz; O'Beirne, Maeve; Sterling, Pam; Zwicker, Karen; Harding, Brianne K; Casebeer, Ann

2010-01-01

Safety culture has been shown to affect patient safety in healthcare. While the United States and United Kingdom have studied the dimensions that reflect patient safety culture in family practice settings, to date, this has not been done in Canada. Differences in the healthcare systems between these countries and Canada may affect the dimensions found to be relevant here. Thus, it is important to identify and compare the dimensions from the United States and the United Kingdom in a Canadian context. The objectives of this study were to explore the dimensions of patient safety culture that relate to family practice in Canada and to determine if differences and similarities exist between dimensions found in Canada and those found in previous studies undertaken in the United States and the United Kingdom. A qualitative study was undertaken applying thematic analysis using focus groups with family practice offices and supplementary key stakeholders. Analysis of the data indicated that most of the dimensions from the United States and United Kingdom are appropriate in our Canadian context. Exceptions included owner/managing partner/leadership support for patient safety, job satisfaction and overall perceptions of patient safety and quality. Two unique dimensions were identified in the Canadian context: disclosure and accepting responsibility for errors. Based on this early work, it is important to consider differences in care settings when understanding dimensions of patient safety culture. We suggest that additional research in family practice settings is critical to further understand the influence of context on patient safety culture.

The impact of risk management practice upon the implementation of recovery-oriented care in community mental health services: a qualitative investigation.

PubMed

Holley, Jessica; Chambers, Mary; Gillard, Steven

2016-08-01

Recovery-oriented care has become guiding principle for mental health policies and practice in the UK and elsewhere. However, a pre-existing culture of risk management practice may impact upon the provision of recovery-oriented mental health services. To explore how risk management practice impacts upon the implementation of recovery-oriented care within community mental health services. Semi-structured interviews using vignettes were conducted with eight mental health worker and service user dyads. Grounded theory techniques were used to develop explanatory themes. Four themes arose: (1) recovery and positive risk taking; (2) competing frameworks of practice; (3) a hybrid of risk and recovery; (4) real-life recovery in the context of risk. In abstract responses to the vignettes, mental health workers described how they would use a positive-risk taking approach in support of recovery. In practice, this was restricted by a risk-averse culture embedded within services. Mental health workers set conditions with which service users complied to gain some responsibility for recovery. A lack of strategic guidance at policy level and lack of support and guidance at practice level may result in resistance to implementing ROC in the context of RMP. Recommendations are made for policy, training and future research.

General practice research: attitudes and involvement of Queensland general practitioners.

PubMed

Askew, Deborah A; Clavarino, Alexandra M; Glasziou, Paul P; Del Mar, Christopher B

2002-07-15

To determine general practitioners' (GPs') attitudes towards and involvement in general practice research. Postal survey and semi-structured interviews conducted from May to September 2001. 467 of 631 GPs in four Queensland Divisions of General Practice responded to the survey (74% response rate); 18 selected GPs were interviewed. Survey - attitudes to research; access to information resources; and involvement in research. Interviews - the need for general practice research; barriers against and factors enabling greater participation in research. 389/463 (84%) GPs, especially younger and more recent graduates, had positive attitudes to research, but only 29% wanted more involvement. 223/462 (48%) were aware they had access to MEDLINE, although presumably all those with Internet access (89%) would have free access via PubMed. Barriers included the general practice environment (especially fee-for-service funding), and the culture of general practice. Enabling factors included academic mentors; opportunities to participate in reputable, established research activities relevant to general practice; and access to information resources. Although Australian general practice has a weak research culture, about a third of GPs would like to increase their involvement in research. However, the research must be perceived as relevant, and structured to minimise the inherent barriers in the environment and culture of general practice.

Practice-Informed Approaches to Addressing Substance Abuse and Trauma Exposure in Urban Native Families Involved with Child Welfare.

PubMed

Lucero, Nancy M; Bussey, Marian

2015-01-01

Similar to families from other groups, urban-based American Indian and Alaska Native ("Native") family members involved with the child welfare system due to substance abuse issues are also often challenged by untreated trauma exposure. The link between these conditions and the history of genocidal policies aimed at destroying Native family ties, as well as experiences of ongoing discrimination, bring added dimensions for consideration when pro- viding services to these families. Practice-based evidence indicates that the trauma-informed and culturally responsive model developed by the Denver Indian Family Resource Center (DIFRC) shows promise in reducing out-of-home placements and re-referrals in urban Native families with substance abuse and child welfare concerns, while also increasing caregiver capabilities, family safety, and child well-being. This article provides strategies from the DIFRC approach that non-Native caseworkers and supervisors can utilize to create an environment in their own agencies that supports culturally based practice with Native families while incorporating a trauma-informed understanding of service needs of these families. Casework consistent with this approach demonstrates actions that meet the Active Efforts requirement of the Indian Child Welfare Act (ICWA) as well as sound clinical practice. Intensive and proactive case management designed specifically for families with high levels of service needs is a key strategy when combined with utilizing a caseworker brief screening tool for trauma exposure; training caseworkers to recognize trauma symptoms, making timely referrals to trauma treatment by behavioral health specialists experienced in working with Native clients, and providing a consistent service environment that focuses on client safety and worker trustworthiness. Finally, suggestions are put forth for agencies seeking to enhance their cultural responsiveness and include increasing workers' understanding of cultural values, worldview, and historical issues; working from a relational perspective; listening deeply to families' experiences; and being open to incorporating traditional healing and cultural practice into service plans.

Response of sapling stands to cultural treatments

Treesearch

H. Clay Smith

1989-01-01

The main reasons for precommercial cultural practices in sapling stands (trees less than 5 inches d.b.h.) are to increase growth of residual trees, increase stand value, and improve or maintain species composition. On good sites (northern red oak site index 70 and above), treating sapling stands may be justified by increased diameter growth of high value species. On...

Understanding Chinese University Student Conceptions of Assessment: Cultural Similarities and Jurisdictional Differences between Hong Kong and China

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Wang, Zhenlin

2016-01-01

Hong Kong (HK) and the People's Republic of China (PRC), while sharing historic cultural roots, have different policies for and practices of educational assessment. Student conceptions of assessment function to guide individual behaviour in response to the functions, purposes, and consequences of assessments. A new self-report questionnaire was…

Respectful and Responsive Pedagogies for Mathematics and Statistics

ERIC Educational Resources Information Center

Averill, Robin; Clarke, Megan

2013-01-01

Teacher respect, important within culturally responsive practice, has seldom been explored in relation to mathematical pedagogy. Our study involving interviews, surveys, and lesson videos with Year 12 and 13 New Zealand mathematics students and teachers indicated specific pedagogical behaviours are important for demonstrating respect for students…

Conceptualizing an Agenda for Social Responsibility and Public Policy at Montgomery College. A Briefing Paper. Revised

ERIC Educational Resources Information Center

Scott, Michelle T.

2007-01-01

The purpose of this briefing paper is to conceptualize a social responsibility and public policy agenda for Montgomery College. The briefing paper provides (a) a well researched perspective to embed a College culture to actualize social responsibility and public policy as institutional practices; (b) examines some of the opportunities and…

"My view that disability is okay sometimes clashes": experiences of two disabled occupational therapists.

PubMed

Chacala, Aneta; McCormack, Cathy; Collins, Bethan; Beagan, Brenda L

2014-03-01

While disability is the focus of much attention in occupational therapy, there has been little attention paid to disability within the profession. Disabled therapists not only bring valuable perspectives on disability, but also pose important challenges to taken-for-granted assumptions about impairment and disability within the profession. At the same time, their cultural beliefs and values may clash with core assumptions of the profession. This study analyses interview data from two disabled occupational therapists, part of a larger study with cultural minority therapists. Semi-structured interviews explored their experiences of professional practice in the context of societal belief in the superiority of non-disabled and "normal" ways of doing and being. Some cultural values of participants clashed with the values and beliefs of their profession, particularly concerning independence. Negative attitudes of colleagues and managers were the key barriers to practice. The responsibility for bridging the disabled/non-disabled cultural divide rested with the disabled therapists, exacerbating inequity. Nonetheless, these therapists believed their disability experiences had advantages for practice. Disabled therapists may be required to engage in invisible work to communicate across cultural differences, and to educate others. Respectful openness to difference could enhance the practice competence of both disabled therapists and their non-disabled colleagues. This demands critical reflexive attention to ableism within the profession.

Exploring traditional end-of-life beliefs, values, expectations, and practices among Chinese women living in England: Informing culturally safe care.

PubMed

Fang, Mei Lan; Malcoe, Lorraine Halinka; Sixsmith, Judith; Wong, Louise Yuen Ming; Callender, Matthew

2015-10-01

This study explores the end-of-life (EoL) beliefs, values, practices, and expectations of a select group of harder-to-reach Chinese women living in England. A cultural safety approach was undertaken to interpret 11 in-depth, semistructured interviews. Interviews were conducted in Mandarin and Cantonese. Transcripts were translated and back-translated by two researchers. Findings were analyzed using the technical analytical principles of grounded theory. The key themes generated from our analysis include: acculturation; differential beliefs and norms in providing care: family versus health services; language and communication; Eastern versus Western spiritual practices and beliefs; and dying, death, and the hereafter. End-of-life discussions can be part of an arduous, painful, and uncomfortable process, particularly for migrants living on the margins of society in a new cultural setting. For some Chinese people living in the United Kingdom, end-of-life care requires attention to acculturation, particularly Western versus Eastern beliefs on religion, spirituality, burial practices, and provision of care, and the availability of culturally specific care, all of which encompass issues related to gender. Stories of a purposive sample of Chinese women were viewed through a cultural safety lens to gain a deeper understanding of how social and cultural norms and expectations, in addition to the pressures of acculturation, impact gendered roles and responsibilities. The analysis revealed variations between/within Eastern and Western culture that resulted in pronounced, and oftentimes gendered, differences in EoL care expectations.

The Role of Safety Culture in Influencing Provider Perceptions of Patient Safety.

PubMed

Bishop, Andrea C; Boyle, Todd A

2016-12-01

To determine how provider perceptions of safety culture influence their involvement in patient safety practices. Health-care providers were surveyed in 2 tertiary hospitals located in Atlantic Canada, composed of 4 units in total. The partial least squares (PLS) approach to structural equation modeling was used to analyze the data. Latent variables provider PLS model encompassed the hypothesized relationships between provider characteristics, safety culture, perceptions of patient safety practices, and actual performance of patient safety practices, using the Health Belief Model (HBM) as a guide. Data analysis was conducted using SmartPLS. A total of 113 health-care providers completed a survey out of an eligible 318, representing a response rate of 35.5%. The final PLS model showed acceptable internal consistency with all four latent variables having a composite reliability score above the recommended 0.70 cutoff value (safety culture = 0.86, threat = 0.76, expectations = 0.83, PS practices = 0.75). Discriminant validity was established, and all path coefficients were found to be significant at the α = 0.05 level using nonparametric bootstrapping. The survey results show that safety culture accounted for 34% of the variance in perceptions of threat and 42% of the variance in expectations. This research supports the role that safety culture plays in the promotion and maintenance of patient safety activities for health-care providers. As such, it is recommended that the introduction of new patient safety strategies follow a thorough exploration of an organization's safety culture.

Early warning systems and rapid response to the deteriorating patient in hospital: A realist evaluation.

PubMed

McGaughey, Jennifer; O'Halloran, Peter; Porter, Sam; Trinder, John; Blackwood, Bronagh

2017-12-01

To test the Rapid Response Systems programme theory against actual practice components of the Rapid Response Systems implemented to identify those contexts and mechanisms which have an impact on the successful achievement of desired outcomes in practice. Rapid Response Systems allow deteriorating patients to be recognized using Early Warning Systems, referred early via escalation protocols and managed at the bedside by competent staff. Realist evaluation. The research design was an embedded multiple case study approach of four wards in two hospitals in Northern Ireland which followed the principles of Realist Evaluation. We used various mixed methods including individual and focus group interviews, observation of nursing practice between June-November 2010 and document analysis of Early Warning Systems audit data between May-October 2010 and hospital acute care training records over 4.5 years from 2003-2008. Data were analysed using NiVivo8 and SPPS. A cross-case analysis highlighted similar patterns of factors which enabled or constrained successful recognition, referral and response to deteriorating patients in practice. Key enabling factors were the use of clinical judgement by experienced nurses and the empowerment of nurses as a result of organizational change associated with implementation of Early Warning System protocols. Key constraining factors were low staffing and inappropriate skill mix levels, rigid implementation of protocols and culturally embedded suboptimal communication processes. Successful implementation of Rapid Response Systems was dependent on adopting organizational and cultural changes that facilitated staff empowerment, flexible implementation of protocols and ongoing experiential learning. © 2017 John Wiley & Sons Ltd.

The cultural dialogue on the domestic dimension of care to immigrant caregivers in Spain1

PubMed Central

Morales-Moreno, Isabel; Giménez-Fernández, Maravillas; Echevarría-Pérez, Paloma

2015-01-01

Objectives: to determine how the immigration phenomenon influences the response to informal care in the domestic level through the caregiver activity, and to analyze the cultural dialogue established in the residential area of Murcia (Spain). Method: This is an ethnographic study, conducted in 26 informal immigrant caregivers. As data collection instruments, semi-structured interviews and participant observation were employed. MAXQDA-2 assisted content analysis was also applied. Results: the immigrant caregiver is the main consumer of traditional medicines, extending these health practices to her home group. A cultural dialogue is established on informal care, characterized by interculturalism and mutual adaptation. Conclusions: cultural hybridization was identified for informal caregivers, immigrants and cultural integration: new health care practices and cultural behaviors in informal systems. There is a transformation in the roles of family members attended in domestic environments, increasing quality of life and self care. They represent an alternative to medicalization, promoting self-management of health. PMID:26487131

Preparing Teachers for English Learners: Integrating Academic Language and Community Service Projects

ERIC Educational Resources Information Center

He, Ye; Journell, Wayne; Faircloth, Josh

2018-01-01

In this article we highlight elements of culturally and linguistically responsive pedagogy that prepare teachers to work with English Learners (ELs) from a variety of backgrounds. Specifically, we focus on the learning experiences and practices of one secondary social studies teacher to explore promising practices with ELs and effective teacher…

Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, Vol. 28.

ERIC Educational Resources Information Center

Cook, Lenora, Ed.; Lodge, Helen C., Ed.

This book presents a collection of classroom practices that view the personal experiences of diverse student populations as valuable resources for instruction. It offers teachers various responses to the challenges posed by students' cultural, linguistic, and social group affiliations. The book contains essays arranged into three interwoven…

Inclusion in Two Languages: Special Education in Portugal and the United States

ERIC Educational Resources Information Center

Linn, Margaret Inman

2011-01-01

Each culture's values shape its education practices. A comparison of U.S. and Portuguese practices in including children with disabilities in regular classrooms illuminates much about both our systems. The Portuguese value interdependence, and their education system promotes shared responsibility by students in a class to help the education of a…

Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

2016-01-01

Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

Legacy, Loyalty and Leadership: Creating a Pipeline of Indigenous Black Educational Leaders

ERIC Educational Resources Information Center

Ononuju, Ijeoma E.

2016-01-01

Educational leadership plays a vital role in improving the academic outcomes of underserved and minority students. The leadership practices of Black educational leaders have contributed to the theorizing of effective, culturally responsive practices to improve student outcomes. This article uses portraiture to look at how one former Black…

Best Practices in Adolescent Literacy Instruction. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Hinchman, Kathleen A., Ed.; Sheridan-Thomas, Heather K., Ed.

2008-01-01

Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media;…

(En)Gendering Videogame Development: A Feminist Approach to Gender, Education, and Game Studies

ERIC Educational Resources Information Center

Dahya, Negin; Jenson, Jennifer; Fong, Katrina

2017-01-01

Few studies compare educational programming designed on principles of inclusive pedagogy and feminist practice for both girls and boys. Broadly defined, inclusive pedagogy refers to theory and practice in education that is adaptable and responsive to the intersections of difference (class, race, culture, gender, sexuality, ability) and aims to…

Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study

ERIC Educational Resources Information Center

Lewthwaite, Brian Ellis; Owen, Thomas; Doiron, Ashley

2015-01-01

Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First…

Competencies for addressing gender and power in couple therapy: a socio emotional approach.

PubMed

Knudson-Martin, Carmen; Huenergardt, Douglas; Lafontant, Ketsia; Bishop, Les; Schaepper, Johannes; Wells, Melissa

2015-04-01

Power imbalances between partners are intrinsic to relationship distress and intricately connected to emotional experience, couple communication processes, and socio cultural contexts such as gender. The ability to work with the power dynamics between partners is thus critical to the practice of couple therapy. However, few practical guidelines for dealing with this issue are available. The authors present seven clinical competencies regarding gender and power issues that they identified by examining their own work: (a) identify enactments of cultural discourse, (b) attune to underlying socio cultural emotion, (c) name underlying power processes, (d) facilitate relational safety, (e) foster mutual attunement, (f) create a model of equality, and (g) facilitate shared relationship responsibility. Each competency is illustrated through a case example. The competencies represent an over-arching guide to practice that may be integrated with other clinical approaches and is particularly useful for training and supervision. © 2014 American Association for Marriage and Family Therapy.

Cogenerating fluency in urban science classrooms

NASA Astrophysics Data System (ADS)

Lavan, Sarah-Kate

This critical ethnographic study employed the use of cogenerative dialogue (Roth & Tobin, 2002) as a means to allow participants of a science classroom to reflect on and transform classroom structures while at the same time create opportunities for all stakeholders to develop collective responsibility for teaching and learning. The research was situated in a science classroom in an inner city charter high school that was both a challenging place for the teacher (Jen Beers) and an oppressive place for the students as all struggled to reconcile issues related to power hierarchies and significant differences in social and cultural histories. As a result, cultural misinterpretations and the undervaluing of students' cultural capital served as a foundation for learning. This study examined the various fields and forms of practice that created opportunities for refining teaching practices and at the same time afforded the development of collective responsibility by addressing the roles, identities and agency of all classroom participants. Specifically, I asked the following questions: (1) How can co-generative dialogue can be used to involve all classroom participants in creating a learning community? (2) How does this shape the identities and roles of the participants who were involved? and (3) How do the changed roles and practices lead toward science fluency? The framework of cultural sociology, specifically the dialectical relationship of structure and agency, interaction ritual theory (Collins, 2003) and research on dispositions (Boykin, 1986), provided analytic tools to investigate the practices of the various stakeholders and the classroom structures as well as the historical and cultural contexts surrounding them. Multiple data resources such as field notes, videotape, interviews and artifacts were drawn on from two fields (the science classroom and cogenerative dialogues) to elicit and support findings at micro, meso and macroscopic levels. The major findings of the study reveal that the transformation of the classroom, and consequently teacher and student practices, were recursively tied to the conversations members held in the cogenerative dialogues. The evolving classroom structures afforded individuals and community members a variety of dispositions (e.g., orality, affect, communalism, verve, movement, and expressive individualism) from which to access and employ in producing, reproducing, and transforming culture in and out of the science classroom.

Listening to the third voices of Pangasinan students: designing and enacting culturally sensitive curriculum

NASA Astrophysics Data System (ADS)

Wilder, Phillip

2015-12-01

This response builds upon Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" by exploring how an expanded understanding of the ubiquitous nature of adolescent literacy practices and identities challenge traditional notions of "in school" and "out of school" cultural spaces. Listening to the "third voices" of adolescents can promote a deeper understanding of the complex literate lives of Pangasinan students and inform both the official and the enacted culturally sensitive curriculum. To hear the literate lives of adolescents is to push back against politically dehumanizing and "de-literacizing" neo-liberal educational policies and practices which privilege a singular, whitewashed view of literacy in order to standardize curriculum and instruction, preserve power in the hands of the powerful, and exacerbate socio-economic, racial, ethnic, and linguistic divisions.

[Patient safety and a culture of responsibility in ambulatory care: strategies for improving practice].

PubMed

Lichte, Thomas; Klement, Andreas; Herrmann, Markus

2009-01-01

The development of a medical safety culture is spreading beyond the hospital into the ambulatory setting. Patient safety defined as "absence of unwanted events" (primum non nocere) can serve as a starting point for the advancement of our ambulatory medical care system. Error analyses conducted in GP and specialist practices will identify gaps and traps in the system and provide ideas for the development and implementation of new safety strategies in ambulatory patient care. In the light of the structures and processes of GP medical care aspects of patient safety will be correlated to the outcome quality and examples will be discussed. Possible strategies for the improvement of patient safety in GP practice will be presented from the perspective of both patient- and practice individuality.

Comparing Work-Life Balance in Spanish and Latin-American Countries

ERIC Educational Resources Information Center

Carlier, Sandra Idrovo; Llorente, Consuelo Leon; Grau, Marc Grau

2012-01-01

Purpose: This paper aims to determine the level of awareness and implementation of family-responsible parameters: policies, enablers, practices, and culture, in Spanish and Latin-American companies, and how they impact work-life balance. Design/methodology/approach: The study uses data from different national IESE's Family-Responsible Employer…

A constructive Indian country response to the evidence-based program mandate.

PubMed

Walker, R Dale; Bigelow, Douglas A

2011-01-01

Over the last 20 years governmental mandates for preferentially funding evidence-based "model" practices and programs has become doctrine in some legislative bodies, federal agencies, and state agencies. It was assumed that what works in small sample, controlled settings would work in all community settings, substantially improving safety, effectiveness, and value-for-money. The evidence-based "model" programs mandate has imposed immutable "core components," fidelity testing, alien programming and program developers, loss of familiar programs, and resource capacity requirements upon tribes, while infringing upon their tribal sovereignty and consultation rights. Tribal response in one state (Oregon) went through three phases: shock and rejection; proposing an alternative approach using criteria of cultural appropriateness, aspiring to evaluability; and adopting logic modeling. The state heard and accepted the argument that the tribal way of knowing is different and valid. Currently, a state-authorized tribal logic model and a review panel process are used to approve tribal best practices for state funding. This constructive response to the evidence-based program mandate elevates tribal practices in the funding and regulatory world, facilitates continuing quality improvement and evaluation, while ensuring that practices and programs remain based on local community context and culture. This article provides details of a model that could well serve tribes facing evidence-based model program mandates throughout the country.

Advanced practice nursing for enduring health needs management: a global perspective.

PubMed

Koskinen, Liisa; Mikkonen, Irma; Graham, Iain; Norman, Linda D; Richardson, Jim; Savage, Eileen; Schorn, Mavis

2012-07-01

Advanced practice nursing expertise has been acknowledged worldwide as one response to the challenges arising from changes in society and health care. The roots of advanced practice nursing education are at the University of Colorado where the first known programme started in 1965. In many countries advanced practice nurses (APNs) have taken responsibility for routine patient care formerly carried out by physicians in order to reduce their workload. However, more and more, APNs have taken responsibility for new service areas and quality programmes not previously provided. Chronic disease management is one of these new service areas because long-term diseases are increasingly challenging service systems globally. This article is based on an international APN partnership. The aim of the article is to describe how the partnership will design a 15 ECTS credit course on Enduring Health Need Management as a cross-cultural collaborative endeavour. The adaptation of an inquiry based learning framework will be described drawing on four main principles of the theory: authentic learning communities; student encouragement in analysing gradually more complicated problems; networking in knowledge creation and; student engagement and activity. The cross-cultural online course aims to increase APNs' intercultural competence as well as their global and international work orientation. Copyright © 2011 Elsevier Ltd. All rights reserved.

Women-Centered and Culturally Responsive Heart Health Promotion Among Indigenous Women in Canada.

PubMed

Ziabakhsh, Shabnam; Pederson, Ann; Prodan-Bhalla, Natasha; Middagh, Diane; Jinkerson-Brass, Sharon

2016-11-01

Most women in Canada confront a combination of bio-psychosocial factors that put them at risk for cardiovascular disease. The challenge for health planners is to address these factors while contextualizing interventions that meet the specific needs of particular social and cultural groupings. The article will discuss a women-centered, group-based heart health pilot initiative designed to engage with indigenous approaches to healing. The nurse practitioners co-led the group with a representative from the indigenous community to balance women-centered practices with more traditional and culturally appropriate ones. In particular, indigenous processes, such as a Talking Circle, combined with indigenous knowledge/content were integrated into the pilot program. The project was evaluated to investigate its outcomes (how the intervention impacted the participants) and processes (how participants perceived the intervention). Evaluation involved analysis of the Talking Circle's content, a focus group, field observations, and self-completed surveys. Most women made changes regarding their diet, some began physical activities, and others focused on better managing their emotional health. Women viewed the group as successful because it embraced both women-centered and culturally appropriate health promotion practices. The intervention created a culturally safe space for learning and transformation. The findings confirm the need for employing culturally relevant, gender-specific approaches to heart health promotion that are situated in and responsive to community needs. © 2016 Society for Public Health Education.

Cultural and Family Challenges to Managing Type 2 Diabetes in Immigrant Chinese Americans

PubMed Central

Chesla, Catherine A.; Chun, Kevin M.; Kwan, Christine M.L.

2009-01-01

OBJECTIVE Although Asians demonstrate elevated levels of type 2 diabetes, little attention has been directed to their unique cultural beliefs and practices regarding diabetes. We describe cultural and family challenges to illness management in foreign-born Chinese American patients with type 2 diabetes and their spouses. RESEARCH DESIGN AND METHODS This was an interpretive comparative interview study with 20 foreign-born Chinese American couples (n = 40) living with type 2 diabetes. Multiple (six to seven) semistructured interviews with each couple in individual, group, and couple settings elicited beliefs about diabetes and narratives of care within the family and community. Interpretive narrative and thematic analysis were completed. A separate respondent group of 19 patients and spouses who met the inclusion criteria reviewed and confirmed the themes developed from the initial couples. RESULTS Cultural and family challenges to diabetes management within foreign-born Chinese American families included how 1) diabetes symptoms challenged family harmony, 2) dietary prescriptions challenged food beliefs and practices, and 3) disease management requirements challenged established family role responsibilities. CONCLUSIONS Culturally nuanced care with immigrant Chinese Americans requires attentiveness to the social context of disease management. Patients' and families' disease management decisions are seldom made independent of their concerns for family well-being, family face, and the reciprocal responsibilities required by varied family roles. Framing disease recommendations to include cultural concerns for balance and significant food rituals are warranted. PMID:19628812

Cultural and family challenges to managing type 2 diabetes in immigrant Chinese Americans.

PubMed

Chesla, Catherine A; Chun, Kevin M; Kwan, Christine M L

2009-10-01

Although Asians demonstrate elevated levels of type 2 diabetes, little attention has been directed to their unique cultural beliefs and practices regarding diabetes. We describe cultural and family challenges to illness management in foreign-born Chinese American patients with type 2 diabetes and their spouses. This was an interpretive comparative interview study with 20 foreign-born Chinese American couples (n = 40) living with type 2 diabetes. Multiple (six to seven) semistructured interviews with each couple in individual, group, and couple settings elicited beliefs about diabetes and narratives of care within the family and community. Interpretive narrative and thematic analysis were completed. A separate respondent group of 19 patients and spouses who met the inclusion criteria reviewed and confirmed the themes developed from the initial couples. Cultural and family challenges to diabetes management within foreign-born Chinese American families included how 1) diabetes symptoms challenged family harmony, 2) dietary prescriptions challenged food beliefs and practices, and 3) disease management requirements challenged established family role responsibilities. Culturally nuanced care with immigrant Chinese Americans requires attentiveness to the social context of disease management. Patients' and families' disease management decisions are seldom made independent of their concerns for family well-being, family face, and the reciprocal responsibilities required by varied family roles. Framing disease recommendations to include cultural concerns for balance and significant food rituals are warranted.

Is Group Therapy Democratic? Enduring Consequences of Outward Bound's Alignment with the Human Potential Movement. A Response to "How to Be Nice and Get What You Want: Structural Referents of "Self" and "Other" in Experiential Education as (Un)Democratic Practice."

ERIC Educational Resources Information Center

Seaman, Jayson

2016-01-01

Franklin Vernon provided an example of how programs viewing themselves as "cultural islands" are in fact embedded within historical capitalist relations, through the discourses of "self" that they promote. In this response, I expand on Vernon's argument to situate the quasi-therapeutic practices he identified in the history of…

Occupational sun protection: workplace culture, equipment provision and outdoor workers' characteristics.

PubMed

Reeder, Anthony I; Gray, Andrew; McCool, Judith P

2013-01-01

The aim of this study was to describe outdoor workers' sun-protective practices, workplace sun-safety culture and sun-protective equipment provision; investigate the association of demographic, personal and occupational factors with sun-protective practices; and identify potential strategies for improving workers' sun protection. The present study used a clustered survey design with randomly identified employers in nine occupations. Employees provided questionnaire measures of demographics, personal characteristics (skin type, skin cancer risk perceptions, tanning attitudes, sun-exposure knowledge), personal occupational sun protection practices (exposure reduction, use of sun-protective clothing, sunscreen and shade), workplace sun-protective equipment provision and perceived workplace sun-safety culture. Summative scores were calculated for attitudes, knowledge, workplace provision and culture. A multivariable model was built with worker and workplace variables as plausible predictors of personal sun protection. In this study, 1,061 workers (69% participation) from 112 workplaces provided sufficient information for analysis. Sex, age, prioritized ethnicity, education and risk perception differed significantly between occupational groups (p<0.001), as did workers' sun-protective practices and workplace sun-protection equipment provision and supportive culture. After adjustment, each one-point increase in Workplace Sun-safety Culture 2013Score (range 12 points) was associated with a 0.16 higher Personal Sun-Protection Score (p<0.001), and each one-point increase in Workplace Provision Score (range 4 points) was associated with a 0.14 higher score (p<0.001). Sun Protection Score was significantly associated with skin response to sun exposure (p<0.001), female sex (p=0.021), tanning attitudes (p=0.022) and occupation (p=0.049), but not ethnicity, age education, knowledge or skin cancer risk perception. Protective equipment provision and sun-protective workplace culture are promising components for the development of comprehensive programmes to improve outdoor workers' sun-protective practices.

How do psychiatrists in India construct their professional identity? A critical literature review.

PubMed

Bayetti, Clement; Jadhav, Sushrut; Deshpande, Smita N

2017-01-01

Psychiatric practice in India is marked by an increasing gulf between largely urban-based mental health professionals and a majority rural population. Based on the premise that any engagement is a mutually constructed humane process, an understanding of the culture of psychiatry including social process of local knowledge acquisition by trainee psychiatrists is critical. This paper reviews existing literature on training of psychiatrists in India, the cultural construction of their professional identities and autobiographical reflections. The results reveal a scarcity of research on how identities, knowledge, and values are constructed, contested, resisted, sustained, and operationalized through practice. This paper hypothesizes that psychiatric training and practice in India continues to operate chiefly in an instrumental fashion and bears a circular relationship between cultural, hierarchical training structures and patient-carer concerns. The absence of interpretative social science training generates a professional identity that predominantly focuses on the patient and his/her social world as the site of pathology. Infrequent and often superfluous critical cultural reflexivity gained through routine clinical practice further alienates professionals from patients, caregivers, and their own social landscapes. This results in a peculiar brand of theory and practice that is skewed toward a narrow understanding of what constitutes suffering. The authors argue that such omissions could be addressed through nuanced ethnographies on the professional development of psychiatrists during postgraduate training, including the political economies of their social institutions and local cultural landscapes. Further research will also help enhance culturally sensitive epistemology and shape locally responsive mental health training programs. This is critical for majority rural Indians who place their trust in State biomedical care.

Gulf Arab women's transition to motherhood.

PubMed

Missal, Bernita

2013-01-01

This paper is a report of the findings of a study of Gulf Arab women's perspectives of the transition to motherhood. Transition to motherhood is a universal phenomenon in which every culture has its own expectations and varying supports for women moving through this transition. International studies have provided models or categories of maternal responses related to cultural aspects of transition to motherhood. However, no known research has focused on transition to motherhood among Gulf Arab women. In the initial cohort seventeen first time Gulf Arab mothers in the United Arab Emirates were interviewed during the following three times: before childbirth, two-four weeks after childbirth, and forty-days after childbirth. A second cohort of seventeen first time new mothers was interviewed after childbirth in Sultanate of Oman. Four patterns were identified as indicators of change as women transitioned into motherhood: 1) Women's personal transition: women changed from feeling of freedom to feeling of dependency to self-confidence. 2) Mother/baby relationships: women changed from fear, anxiety, and uncertainty to feelings of care and confidence. 3) Family influences: women experienced family support to being integrated and feeling respected by family. 4) Cultural/religious beliefs and practices: women felt they were initially observers of culture, to experiencing cultural/religious beliefs and practices. This was followed by accomplishment in childbearing and childrearing practices. As Gulf Arab new mothers made the transition to motherhood, four implications for international nursing practice emerged: 1) patient teaching to help relieve anxiety, fears, and uncertainty, 2) facilitation of mother/baby relationships, 3) family-centered care, and 4) the importance of cultural/religious beliefs and practices to new mothers.

Girls' and Boys' Reasoning on Cultural and Religious Practices: A Human Rights Education Perspective

ERIC Educational Resources Information Center

de Wet, Annamagriet; Roux, Cornelia; Simmonds, Shan; ter Avest, Ina

2012-01-01

Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who "inter…

Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81.

ERIC Educational Resources Information Center

Holt, Daniel D., Ed.

Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of…

Culturally and Linguistically Responsive Teaching in Practice: A Case Study of a Fourth-Grade Mainstream Classroom Teacher

ERIC Educational Resources Information Center

Zhang-Wu, Qianqian

2017-01-01

As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K-12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a…

Adapting cognitive behavioral therapy to meet the needs of Chinese clients: Opportunities and challenges.

PubMed

Guo, Feng; Hanley, Terry

2015-06-01

With the growing influence of China (Chinese people/culture) on the world's politics, economy, and culture, the psychological wellbeing of Chinese people is becoming increasingly important for both researchers and practitioners. Despite this, the cultural responsiveness of many conventional psychotherapeutic models has often been brought into question. In contrast, cognitive behavioral therapy (CBT) is rapidly becoming one of the most popular approaches in the mental health service industry and has been successfully adapted into many different cultural contexts. The current article is a theoretical discussion of the opportunities and challenges that CBT faces with respect to how it might meet the cultural needs and preferences of Chinese clients. Suggestions for successful cultural adaptation are offered based on existing research and practices. It is concluded that many features of CBT appear to match well with the Chinese cultural perspective. However, despite this promising start further work is needed to focus specifically on its practical effectiveness for Chinese clients. © 2015 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Does culture impact on notions of criminal responsibility and action? The case of spirit possession.

PubMed

Ahmad, Ayesha; Dein, Simon

2016-10-01

Multicultural societies such as the United Kingdom are host to people with diverse belief systems and behavioral norms. Whilst a country requires that all members of society conform to standardized legal requirements, cases arise that involve certain complexities related to the cultural or religious context in which a certain action was committed. This paper addresses the impact of culture on notions of criminal responsibility and action. Through a case study of a recent event in the United Kingdom, we explore whether a cultural defense is relevant for contextualizing incidents in which an individual commits a criminal action during an alleged period of spirit possession From this analysis, we suggest that using a cultural defense can aid understanding of an individual's relationship to the society that he or she identifies with and facilitate the practice of justice in a multicultural society. © The Author(s) 2016.

Meaning in hoarding: perspectives of people who hoard on clutter, culture and agency.

PubMed

Orr, David M R; Preston-Shoot, Michael; Braye, Suzy

2017-12-12

Hoarding has become increasingly prominent in clinical practice and popular culture in recent years, giving rise to extensive research and commentary. Critical responses in the social sciences have criticised the cultural assumptions built in to the construct of 'hoarding disorder' and expressed fears that it may generate stigma outweighing its benefits; however, few of these studies have engaged directly with 'hoarders' themselves. This paper reports on in-depth, semi-structured interviews with 10 individuals living in England, who received assessment and intervention for hoarding from Social Services. Their narratives drew on the cultural repertoire of values and discourses around waste and worth, the mediation of sociality and relationships through material objects, physical constraints on keeping order and the role played by mental health. Analysing these perspectives anthropologically shows how dominant models of hoarding, such as the DSM-5 paradigm, potentially lend themselves to reductionist understandings that efface the meaning 'hoarding' may have and thereby deny agency to the person labelled as 'hoarder'. More culturally informed analysis, by contrast, affords insights into the complex landscape of value, waste, social critique, emotion, interpersonal relationships and practical difficulties that may underlie hoarding cases, and points the way to more person-centred practice and analysis.

An Equal Chance At Success: Culturally Responsive Teaching Practices Address Students' Differing Needs

ERIC Educational Resources Information Center

Vescio, Vicki

2016-01-01

If educators are to support the learning of students who have traditionally struggled for success in school, administrators and teachers must understand the difference between equity and equality and engage in classroom practices that support the former. In simple terms, "equality" reflects the idea that every student should get the same…

One Size Does Not Fit All: Effective Community-Engaged Outreach Practices with Immigrant Communities

ERIC Educational Resources Information Center

Smalkoski, Kari; Axtell, Sara; Zimmer, Jeanne; Noor, Ibrahim

2016-01-01

Generic outreach approaches are commonly used to target as many individuals as possible in a cultural community to achieve a greater response rate. However, this one-size-fits-all tactic is rarely effective. Community-engaged outreach practices have been successful with immigrant communities in Minnesota's Twin Cities. When practitioners,…

Policy, Practice in Giftedness, and Research Methodologies: Response to Roland S. Persson's Article

ERIC Educational Resources Information Center

Matthews, Dona J.

2012-01-01

The author finds the target article "Cultural Variation and Dominance in a Globalised Knowledge Economy" to be a thoughtful exploration of an important topic for all social scientists, certainly including those who study gifted development and education. Roland S. Persson (2012a) raises many questions about policy and practice in giftedness…

Organizational Ethics Education and Training: A Review of Best Practices and Their Application

ERIC Educational Resources Information Center

Sekerka, Leslie E.

2009-01-01

Insuring that ethical action remains a vibrant aspect of an organization's climate and culture is an ongoing challenge for those responsible for training and development. To better understand what best practices are being utilized today, eight organizations in the Silicon Valley region of the United States were studied. Findings suggest that…

Becoming Warm Demanders: Perspectives and Practices of First Year Teachers

ERIC Educational Resources Information Center

Bondy, Elizabeth; Ross, Dorene D.; Hambacher, Elyse; Acosta, Melanie

2013-01-01

In the literature on culturally responsive pedagogy "warm demanders" are teachers who embrace values and enact practices that are central to their students' success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be…

Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

ERIC Educational Resources Information Center

Nilsson, Nina L.; Kong, Ailing; Hubert, Shantel

2016-01-01

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English…

Cultivating a Culture of Awareness: Nurturing Reflective Practices in the NICU

ERIC Educational Resources Information Center

Steinberg, Zina; Kraemer, Susan

2010-01-01

The authors describe the challenges to nurturing reflective practices in a neonatal intensive care unit (NICU)--an environment in which life and death hang in fragile balance and where the need to defend against unbearable realities is natural, even an adaptive response. Working as consultants to this acute setting, the authors describe how they…

Conceptual Change Research and Science Education Practice: A Response from Educators

ERIC Educational Resources Information Center

Siry, Christina; Horowitz, Gail; Otulaja, Femi S.; Gillespie, Nicole; Shady, Ashraf; Augustin, Line A.

2008-01-01

We discuss the eight papers in this issue of "Cultural Studies of Science Education" focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we…

[Professional discourses on intimate partner violence: implication for care of immigrant women in Spain].

PubMed

Briones-Vozmediano, Erica; Davó-Blanes, Ma Carmen; García-de la Hera, Manuela; Goicolea, Isabel; Vives-Cases, Carmen

2016-01-01

1) to examine the discourses of professionals involved in the care of female victims of intimate partner violence (IPV), with emphasis on how they describe the immigrant women, the perpetrators and their own responsibility of care; and 2) to compare these discourses with the other professions involved in caring for these women (social services, associations and police and justice). Qualitative study based on semi-structured interviews with 43 professionals from social services, associations and the police and judicial systems. A discourse analysis was carried out to identify interpretive repertoires about IPV, immigrant women and their aggressors, their culture and professional practices. Four interpretive repertoires emerged from professional discourses: "Cultural prototypes of women affected by IPV", "Perpetrators are similar regardless of their culture of origin", "Are victims credible and the perpetrators responsible?" and "Lack of cultural sensitivity of professionals in helping immigrant women in abusive situations". These repertoires correspond to preconceptions that professionals construct about affected women and their perpetrators, the credibility and responsibility they attribute to them and the interpretation of their professional roles. The employment of IPV-trained cultural mediators in the services responsible for caring for the female victims, together with cultural training for the professionals, will facilitate the provision of culturally sensitive care to immigrant female victims of intimate partner violence. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions

ERIC Educational Resources Information Center

Valenzuela, Vanessa V.; Gutierrez, Gabriel; Lambros, Katina M.

2014-01-01

An A-B single-case design assessed at-risk students' responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard protocol mathematics intervention that included number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction…

Cross-Cultural Considerations in U.S. Research Ethics Education

PubMed Central

Heitman, Elizabeth

2014-01-01

Demand among graduate and postdoctoral trainees for international research experience brings together students and investigators from increasingly diverse cultural backgrounds around the world. Educators in research ethics and scientific integrity need to address the cultural aspects of both science and ethics to help all trainees learn ethical practices for effective collaboration with a diverse array of partners. NIH and NSF’s mandates for instruction in the responsible conduct of research do not specifically address the needs of international trainees or U.S. trainees who undertake research projects abroad. Nonetheless, research ethics educators’ typical focus on policy and professional standards can offer trainees and faculty investigators helpful insights into differing ethical values and priorities in research. Examination of linguistic differences can also reveal important conceptual frameworks that shape ethical practice. New resources for teaching research integrity in cross-cultural settings can be a valuable addition to the development of shared understanding of the goals of scientific research. PMID:25574262

Time-lapse analysis of potential cellular responsiveness to Johrei, a Japanese healing technique

PubMed Central

Taft, Ryan; Moore, Dan; Yount, Garret

2005-01-01

Background Johrei is an alternative healing practice which involves the channeling of a purported universal healing energy to influence the health of another person. Despite little evidence to support the efficacy of such practices the use of such treatments is on the rise. Methods We assessed cultured human cancer cells for potential responsiveness to Johrei treatment from a short distance. Johrei treatment was delivered by practitioners who participated in teams of two, alternating every half hour for a total of four hours of treatment. The practitioners followed a defined set of mental procedures to minimize variability in mental states between experiments. An environmental chamber maintained optimal growth conditions for cells throughout the experiments. Computerized time-lapse microscopy allowed documentation of cancer cell proliferation and cell death before, during and after Johrei treatments. Results Comparing eight control experiments with eight Johrei intervention experiments, we found no evidence of a reproducible cellular response to Johrei treatment. Conclusion Cell death and proliferation rates of cultured human cancer cells do not appear responsive to Johrei treatment from a short distance. PMID:15667653

Successful chronic disease care for Aboriginal Australians requires cultural competence.

PubMed

Liaw, Siaw Teng; Lau, Phyllis; Pyett, Priscilla; Furler, John; Burchill, Marlene; Rowley, Kevin; Kelaher, Margaret

2011-06-01

To review the literature to determine the attributes of culturally appropriate healthcare to inform the design of chronic disease management (CDM) models for Aboriginal patients in urban general practice. A comprehensive conceptual framework, drawing on the Access to Care, Pathway to Care, Chronic Care, Level of Connectedness, and Cultural Security, Cultural Competency and Cultural Respect models, was developed to define the search strategy, inclusion criteria and appraisal methods for the literature review. Selected papers were reviewed in detail if they examined a chronic disease intervention for an Aboriginal population and reported on its evaluation, impacts or outcomes. In the 173 papers examined, only 11 programs met the inclusion criteria. All were programs conducted in rural and remote Aboriginal community-controlled health services. Successful chronic disease care and interventions require adequate Aboriginal community engagement, utilising local knowledge, strong leadership, shared responsibilities, sustainable resources and integrated data and systems. These success factors fitted within the conceptual framework developed. Research and development of culturally appropriate CDM models concurrently in both urban and rural settings will enable more rigorous evaluation, leading to stronger evidence for best practice. A partnership of mainstream and Aboriginal-controlled health services is essential to successfully 'close the gap'. Findings will inform and guide the development, implementation and evaluation of culturally appropriate CDM in mainstream general practice and primary care. © 2011 The Authors. ANZJPH © 2011 Public Health Association of Australia.

Among neighbors: an ethnographic account of responsibilities in rural palliative care.

PubMed

Pesut, Barbara; Robinson, Carole A; Bottorff, Joan L

2014-04-01

Building high quality palliative care in rural areas must take into account the cultural dimensions of the rural context. The purpose of this qualitative study was to conduct an exploration of rural palliative care, with a particular focus on the responsibilities that support good palliative care from rural participants' perspectives. This ethnographic study was conducted in four rural communities in Western Canada between June 2009 and September 2010. Data included 51 days of field work, 95 semistructured interviews, and 74 hours of direct participant observation. Thematic analysis was used to provide a descriptive account of rural palliative care responsibilities. Findings focus on the complex web of responsibilities involving family, healthcare professionals, and administrators. Family practices of responsibility included provision of direct care, managing and coordinating care, and advocacy. Healthcare professional practices of responsibility consisted of interpreting their own competency in relation to palliative care, negotiating their role in relation to that interpretation, and individualizing care through a bureaucratic system. Administrators had three primary responsibilities in relation to palliative care delivery in their community: navigating the politics of palliative care, understanding the culture of the community, and communicating with the community. Findings provide important insights into the complex ways rurality influences understandings of responsibility in palliative care. Families, healthcare providers, and administrators work together in fluid ways to support high quality palliative care in their communities. However, the very fluidity of these responsibilities can also work against high quality care, and are easily disrupted by healthcare changes. Proposed healthcare policy and practice changes, particularly those that originate from outside of the community, should undergo a careful analysis of their potential impact on the longstanding negotiated responsibilities.

Towards the Development of a Cultural Competence Framework for Human Resource Development Professionals in International Business: A Study of Best Practice Learning and Diversity Companies

ERIC Educational Resources Information Center

Kyeyune, Catherine

2012-01-01

In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the…

Treating without Seeing: Pain Management Practice in a Thai Context.

PubMed

Chatchumni, Manaporn; Namvongprom, Ampaporn; Eriksson, Henrik; Mazaheri, Monir

2016-01-01

Pain management is a core nursing function, and it plays a key role in postoperative care. It is important to understand the cultural context of nursing practices and how this affects effective pain management. The aim of this study was to describe the professional and cultural framework within which pain management is practiced on a Thai surgical ward. Spradley's ethnographic methodology was used. Data were collected through 98.5 hours of field observations and interviews at a surgical ward in Thailand. Three themes were constructed that describe the way Thai nurses practiced pain management: (i) complex communications system to address pain and to respond to it, (ii) the essence of Thai-ness, and (iii) a passive approach to pain management. The results indicate that, in the response to discomfort and pain, better pain management will result if there is a shift from functional to patient-centered care. The nursing culture needs to be further researched and discussed, in order to set priorities in line with the goals of national and international organizations for improving postoperative care and promoting patient comfort.

Microfluidic cell culture systems for drug research.

PubMed

Wu, Min-Hsien; Huang, Song-Bin; Lee, Gwo-Bin

2010-04-21

In pharmaceutical research, an adequate cell-based assay scheme to efficiently screen and to validate potential drug candidates in the initial stage of drug discovery is crucial. In order to better predict the clinical response to drug compounds, a cell culture model that is faithful to in vivo behavior is required. With the recent advances in microfluidic technology, the utilization of a microfluidic-based cell culture has several advantages, making it a promising alternative to the conventional cell culture methods. This review starts with a comprehensive discussion on the general process for drug discovery and development, the role of cell culture in drug research, and the characteristics of the cell culture formats commonly used in current microfluidic-based, cell-culture practices. Due to the significant differences in several physical phenomena between microscale and macroscale devices, microfluidic technology provides unique functionality, which is not previously possible by using traditional techniques. In a subsequent section, the niches for using microfluidic-based cell culture systems for drug research are discussed. Moreover, some critical issues such as cell immobilization, medium pumping or gradient generation in microfluidic-based, cell-culture systems are also reviewed. Finally, some practical applications of microfluidic-based, cell-culture systems in drug research particularly those pertaining to drug toxicity testing and those with a high-throughput capability are highlighted.

How do psychiatrists in India construct their professional identity? A critical literature review

PubMed Central

Bayetti, Clement; Jadhav, Sushrut; Deshpande, Smita N.

2017-01-01

Psychiatric practice in India is marked by an increasing gulf between largely urban-based mental health professionals and a majority rural population. Based on the premise that any engagement is a mutually constructed humane process, an understanding of the culture of psychiatry including social process of local knowledge acquisition by trainee psychiatrists is critical. This paper reviews existing literature on training of psychiatrists in India, the cultural construction of their professional identities and autobiographical reflections. The results reveal a scarcity of research on how identities, knowledge, and values are constructed, contested, resisted, sustained, and operationalized through practice. This paper hypothesizes that psychiatric training and practice in India continues to operate chiefly in an instrumental fashion and bears a circular relationship between cultural, hierarchical training structures and patient–carer concerns. The absence of interpretative social science training generates a professional identity that predominantly focuses on the patient and his/her social world as the site of pathology. Infrequent and often superfluous critical cultural reflexivity gained through routine clinical practice further alienates professionals from patients, caregivers, and their own social landscapes. This results in a peculiar brand of theory and practice that is skewed toward a narrow understanding of what constitutes suffering. The authors argue that such omissions could be addressed through nuanced ethnographies on the professional development of psychiatrists during postgraduate training, including the political economies of their social institutions and local cultural landscapes. Further research will also help enhance culturally sensitive epistemology and shape locally responsive mental health training programs. This is critical for majority rural Indians who place their trust in State biomedical care. PMID:28529358

Assessing and changing medical practice culture.

PubMed

Hills, Laura

2011-01-01

Your medical practice has an existing culture that manifests itself daily in literally hundreds of ways. Some aspects of your culture likely support your practice's growth; others may be impeding your progress. This article describes the characteristics of medical practice culture and provides numerous examples of how culture influences behavior. It describes how culture is expressed in a medical practice through objects and artifacts, language, emotions, interactions, practice management systems, and daily work habits. It offers three techniques for assessing an existing medical practice culture and a checklist for conducting culture observations. This article also provides guidelines for identifying a desired medical practice culture and explores why changing culture is so difficult. It describes five reasons employees are likely to resist culture change and provides 12 fundamental changes that will enable a practice to improve its culture. Finally, this article explores how medical practice cultures are formed and perpetuated and provides more than a dozen questions to ask employees in a culture survey.

The Learning and Practice of Preservice Teachers in an Urban School-University Partnership: The Struggle to Enact Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Stairs, Andrea J.

2010-01-01

This paper reports on an interpretive, collective case study that examined preservice teacher learning and practice in an urban school-university partnership. Multiple data sources were collected from 55 predominantly White middle-class preservice teachers at a predominantly Black and Latino high school, including pre- and post-surveys,…

Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2017-06-01

Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

Embryogenic callus proliferation and regeneration conditions for genetic transformation of diverse sugarcane cultivars.

PubMed

Basnayake, Shiromani W V; Moyle, Richard; Birch, Robert G

2011-03-01

Amenability to tissue culture stages required for gene transfer, selection and plant regeneration are the main determinants of genetic transformation efficiency via particle bombardment into sugarcane. The technique is moving from the experimental phase, where it is sufficient to work in a few amenable genotypes, to practical application in a diverse and changing set of elite cultivars. Therefore, we investigated the response to callus initiation, proliferation, regeneration and selection steps required for microprojectile-mediated transformation, in a diverse set of Australian sugarcane cultivars. 12 of 16 tested cultivars were sufficiently amenable to existing routine tissue-culture conditions for practical genetic transformation. Three cultivars required adjustments to 2,4-D levels during callus proliferation, geneticin concentration during selection, and/or light intensity during regeneration. One cultivar gave an extreme necrotic response in leaf spindle explants and produced no callus tissue under the tested culture conditions. It was helpful to obtain spindle explants for tissue culture from plants with good water supply for growth, especially for genotypes that were harder to culture. It was generally possible to obtain several independent transgenic plants per bombardment, with time in callus culture limited to 11-15 weeks. A caution with this efficient transformation system is that separate shoots arose from different primary transformed cells in more than half of tested calli after selection for geneticin resistance. The results across this diverse cultivar set are likely to be a useful guide to key variables for rapid optimisation of tissue culture conditions for efficient genetic transformation of other sugarcane cultivars.

Customs, culture, and tradition--what role do they play in a woman's sexuality?

PubMed

Fourcroy, Jean L

2006-11-01

Sexual health is an assumed right for every individual, but we know little regarding customs, culture, or tradition and the role they play on the sexual experiences for a woman. A woman's sexuality must be considered in the context of the environment in which she and her partner live. Culture, social customs of the community, and religion often determine the acceptance and achievement of sexual health for both men and women. This is a review of the available literature on the impact of culture on a woman's sexual satisfaction, with emphasis placed on information from cultures practicing female genital circumcision (FGC). FGC provides a spectrum of surgical excisions and outcomes. The spectrum of FGC surgical excisions can alter well-being, obstetrical outcomes, and sexual responses. The psychologic aspects of a painful procedure in a young child may also impact her future sexual responsiveness. There is a paucity of information on which to base conclusions and the effect of culture on a woman's sexual satisfaction. Preliminary data suggest the need for further research using markers specific to the culture and her satisfaction.

The i-Map: A Process-Centered Response to Plagiarism

ERIC Educational Resources Information Center

Walden, Kim; Peacock, Alan

2006-01-01

In recent years there has been a marked change in our cultural relationship with information which has implications for our teaching and learning practices. Current concerns about the identification of, and responses to, plagiarism are grounded in that process of change. In this paper we take the position that it is better to address and respond…

Randomized Trial of the Availability, Responsiveness, and Continuity (ARC) Organizational Intervention With Community-Based Mental Health Programs and Clinicians Serving Youth

ERIC Educational Resources Information Center

Glisson, Charles; Hemmelgarn, Anthony; Green, Philip; Dukes, Denzel; Atkinson, Shannon; Williams, Nathaniel J.

2012-01-01

Objective: Evidence-based Practice (EBP) implementation is likely to be most efficient and effective in organizations with positive social contexts (i.e., organizational culture, climate, and work attitudes of clinicians). The study objective was to test whether an organizational intervention labeled Availability, Responsiveness and Continuity…

Navigating Other Cultures: Responses from an Australian University to the Challenge of "Internationalising the Student Learning Experience"

ERIC Educational Resources Information Center

Stone, Nick

2006-01-01

This collection of articles offers some practical responses to what is broadly termed internationalisation in higher education. They relate to work done at a research-intensive university in southeastern Australia, with a specific focus on the student learning experience. Various local interpretations of internationalisation are exemplified and…

Salt, time, and metaphor: examining norms in scientific culture

NASA Astrophysics Data System (ADS)

Brady, Anna G.

2017-06-01

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell's perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students' culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students' reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges.

Greek Immigrants in Australia: Implications for Culturally Sensitive Practice.

PubMed

Georgiades, Savvas Daniel

2015-10-01

This exploratory research examined adjustment challenges, resiliencies, attitudes, emotional health, economic stability, criminal involvement, victimization and service experiences, and some cultural propensities of Greek Immigrants (GIs) in Australia using a convenient multi-generational sample (n = 123; response rate = .5). Data were collected via surveys, telephone, and personal-interviews in four major Australian cities. Among other things, the study revealed that Greek identity and cultural customs are often significant to first generation GIs. Adjustment challenges upon entry include primarily language, housing, and transportation difficulties, nostalgia for relatives and the motherland, unfamiliarity with socio-cultural systems, unemployment, money challenges, and lack of friendships. Christian faith, the extended family, family values and traditions, cultural pride for ancient Greek achievements, and a hard 'work ethic' are notable resiliencies that support GIs in their struggles and solidify their pursuit for happiness and success. Financial concerns, aging, and nostalgia for relatives and the motherland were the primary causes of socio-emotional instability. Attitudinal differences in the respondents based on age, gender, and socio-economic status, cross-cultural comparisons, and recommendations for culturally-sensitive practice with GIs are analyzed and methodological limitations illuminated. Future research needs in the field are also highlighted.

Cultural sensitivity and supportive expressive psychotherapy: an integrative approach to treatment.

PubMed

White, Tracela M; Gibbons, Mary Beth Connolly; Schamberger, Megan

2006-01-01

Cultural sensitivity is a concept that has become increasingly important in psychotherapy research and practice. In response to the growing ethnic minority population and the increased demand for psychological services among minority clients, many therapists and researchers have attempted to identify competencies and guidelines for providing culturally sensitive approaches to treatment. However, many cultural sensitivity concepts are theoretical and have rarely been integrated into an established psychotherapeutic framework. The purpose of this manuscript is to operationalize the concepts of cultural sensitivity into specific therapeutic techniques using a manual-guided Supportive Expressive Psychotherapy approach. Developing these strategies may serve to further assist therapists with the delivery of mental health services to ethnic minority clients.

Owner response to companion animal death: development of a theory and practical implications.

PubMed Central

Adams, C L; Bonnett, B N; Meek, A H

1999-01-01

This study used an inductive research method known as grounded theory to develop a theory to describe owner response to the death of a pet. Participants were identified from 8 veterinary clinics in Wellington Country, Ontario. Eighty percent (8 of 10) of the practices approached agreed to participate and there was a 77% (44 of 57) participation rate by clients. Nondirective interviews were conducted with participants approximately 10 days following the death of their pet, and at 3, 6, and 12 mo thereafter. The theory developed suggests that people's reactions are best described as a social and psychological search for meaning. Factors that contributed to the search for meaning included societal values and norms, the cultural milieu of pet death, and the cultural milieu of veterinary medicine. Other factors, such as the participant's personal beliefs, life stage, critical life events, and animal attributes, either alleviated or aggravated the experience. The outcome for participants grieving the death of a pet was a self-governing approach to coping with the death. Practical implications and suggestions for veterinarians are presented. PMID:9919365

Owner response to companion animal death: development of a theory and practical implications.

PubMed

Adams, C L; Bonnett, B N; Meek, A H

1999-01-01

This study used an inductive research method known as grounded theory to develop a theory to describe owner response to the death of a pet. Participants were identified from 8 veterinary clinics in Wellington Country, Ontario. Eighty percent (8 of 10) of the practices approached agreed to participate and there was a 77% (44 of 57) participation rate by clients. Nondirective interviews were conducted with participants approximately 10 days following the death of their pet, and at 3, 6, and 12 mo thereafter. The theory developed suggests that people's reactions are best described as a social and psychological search for meaning. Factors that contributed to the search for meaning included societal values and norms, the cultural milieu of pet death, and the cultural milieu of veterinary medicine. Other factors, such as the participant's personal beliefs, life stage, critical life events, and animal attributes, either alleviated or aggravated the experience. The outcome for participants grieving the death of a pet was a self-governing approach to coping with the death. Practical implications and suggestions for veterinarians are presented.

Schizophrenia in Chinese and U.S. Online News Media: Exploring Cultural Influence on the Mediated Portrayal of Schizophrenia.

PubMed

Yang, Yiyi; Parrott, Scott

2018-05-01

Drawing on the constructionist framing approach, this quantitative content analysis compares online news coverage of schizophrenia in China and the United States in 2015. Incorporating the concept of individualism-collectivism, this study seeks to unveil the effects of culture on the framing of causes, solutions, responsibility attribution, and discourse types. The findings reveal that the link between cultural orientation and the media's framing of schizophrenia is not simple, as both cross-cultural consistency and differences were observed. In addition, compared to U.S. online media, Chinese online news outlets were more likely to cover schizophrenia episodically, while placing more problem-solving responsibility on society. Moreover, examining stigma and challenge cues, this study also found that schizophrenia was more severely stigmatized in Chinese than in U.S. online news platforms. Theoretical and practical implications are discussed.

Culture in Asian American community psychology: beyond the East-West binary.

PubMed

Okazaki, Sumie; Saw, Anne

2011-03-01

In response to a call to better integrate culture in community psychology (O'Donnell in American Journal of Community Psychology 37:1-7 2006), we offer a cultural-community framework to facilitate a collaborative engagement between community psychologists and ethnic minority communities, focusing on Asian American communities as illustrations. Extending Hays' (Addressing cultural complexities in practice: Assessment, diagnosis, and therapy, American Psychological Association, Washington, DC, 2008) ADDRESSING framework for considering cultural influences on a counseling relationship, the proposed framework provides a broad but systematic guidepost for considering three major cultural-ecological influences on Asian American communities: Race and Ethnicity (R), Culture (C), and Immigration and Transnational Ties (I). We provide a sequence of steps that incorporate the ADDRESSING and the RCI frameworks to facilitate the collaborative community-based research or social action.

Teachers' Implicit Attitudes, Explicit Beliefs, and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-Focused Instructional Practices

ERIC Educational Resources Information Center

Kumar, Revathy; Karabenick, Stuart A.; Burgoon, Jacob N.

2015-01-01

The theory of planned behavior and the dual process attitude-to-behavior MODE model framed an examination of how White teachers' (N = 241) implicit and explicit attitudes toward White versus non-White students were related to their classroom instructional practices in 2 school districts with a high percentage of Arab American and Chaldean American…

The Evolution of School Leadership Policy and Practice in Singapore: Responses to Changing Socio-Economic and Political Contexts ("Insurgents," "Implementers," "Innovators")

ERIC Educational Resources Information Center

Gopinathan, S.; Wong, Benjamin; Tang, Nicholas

2008-01-01

The nature, quality and preparation of school leaders are once more at the centre of policy and practice decisions about education. But it is important to understand that school leadership, as both a historical and cultural construction, is intimately related to changing socio-political realities. In the case of Singapore, the historical evolution…

Innovative practice: exploring acculturation theory to advance rehabilitation from pediatric to adult "cultures" of care.

PubMed

Nguyen, Tram; Baptiste, Sue

2015-01-01

This perspective paper explores the application of acculturation and the inherent concepts and ideas associated with this theory in rehabilitation to provide a framework for interpreting patient circumstances, responses and behaviours as they move from one culture to the next. Traditionally acculturation theory has been use to examine changes in culture in an ethnic or country sense, however, this paper is among the first to apply acculturation theory to the rehabilitation service cultures from pediatric to adult care for youth with chronic health conditions. The objectives of this paper are threefold: (1) to critically appraise key literature in the development of acculturation theory, (2) to discuss how acculturation theory can be applied in rehabilitation practice through a clinical vignette, and finally (3) to discuss how acculturation theory can advance rehabilitation by enhancing client-centered practice. Acculturation theory can provide insight into how patients are experiencing a change in health care "cultures", in the context of their overarching life circumstances. This, coming from a broader societal perspective can in turn inform an optimal approach to client-centered practice, and the application of rehabilitation-specific team inputs. This theoretical framework can heighten practitioners' awareness of patients' unique worldviews related to their expectations for care and treatment thus reducing fear of diversity to establish positive partnerships between patients and clinicians. An understanding of patients' acculturation processes will add new insight into how we can best deliver services and supports to optimise health, opportunities and experiences for youth with chronic conditions.

Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools: Results of focus group sessions and a cross-sectional study.

PubMed

Chilisa, Bagele; Mohiemang, Irene; Mpeta, Kolentino Nyamadzapasi; Malinga, Tumane; Ntshwarang, Poloko; Koyabe, Bramwell Walela; Heeren, G Anita

2016-01-01

Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized "Theory of Planned Behaviour" was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural beliefs a socio-cultural belief domain as well as attitudes, subjective norms, and perceived behavioural control predicted the intention to practice monogamy. The adolescents showed a tendency towards having more than one sexual partner. The normative beliefs and the socio cultural beliefs also predicted intentions while hedonistic belief and partner reaction did not. In contextualizing theory-based interventions, it is important to draw from stories and the langauage that circulate in a community about a given behaviour. More studies are needed on ways to combine qualitative approaches with quantitative approaches to inform the development of theory based culturally appropriate and context specific intervention strategies to reduce the risk of HIV.

Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools: Results of focus group sessions and a cross-sectional study

PubMed Central

Chilisa, Bagele; Mohiemang, Irene; Mpeta, Kolentino Nyamadzapasi; Malinga, Tumane; Ntshwarang, Poloko; Koyabe, Bramwell Walela; Heeren, G. Anita

2016-01-01

Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized “Theory of Planned Behaviour” was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural beliefs a socio-cultural belief domain as well as attitudes, subjective norms, and perceived behavioural control predicted the intention to practice monogamy. The adolescents showed a tendency towards having more than one sexual partner. The normative beliefs and the socio cultural beliefs also predicted intentions while hedonistic belief and partner reaction did not. In contextualizing theory-based interventions, it is important to draw from stories and the langauage that circulate in a community about a given behaviour. More studies are needed on ways to combine qualitative approaches with quantitative approaches to inform the development of theory based culturally appropriate and context specific intervention strategies to reduce the risk of HIV. PMID:28090169

An Investigation of the Confidence Levels of Course/Subject Coordinators in Undertaking Aspects of Their Assessment Responsibilities

ERIC Educational Resources Information Center

Goos, Merrilyn; Hughes, Clair

2010-01-01

Ongoing and rapid change is having a significant impact on the social and cultural contexts of assessment in higher education. Change and innovation have been driven not only by advances in our knowledge of effective practice but also by government policies, the latter often resulting in uncertainty regarding the freedoms and responsibilities of…

Responding to the Needs of Culturally Diverse Women Who Experience Intimate Partner Violence Who Experience Intimate Partner Violence

PubMed Central

Shoultz, Jan; Richardson, Karol; Oneha, Mary Frances; Campbell, Jacquelyn C; Matsunaga, Doris Segal; Selifis, Selynda Mori; Sapolu, Merina; Samifua, Mariama; Manzano, Helena; Spencer, Cindy; Arias, Cristina

2011-01-01

This paper presents the findings from a community based participatory research (CBPR) study that investigated the interface between culture and intimate partner violence (IPV) for women in selected cultural groups in Hawaii: Native Hawaiian, Filipino, Samoan, and Chuukese. The research question was, “What are the cultural perceptions, responses, and needs regarding IPV of selected individuals and groups served through a variety of programs that are affiliated with the three participating Community Health Centers (CHCs)?” This cross sectional, descriptive study collected both qualitative and quantitative data. Individual interviews were conducted with women who had experienced IPV. Focus groups were also conducted with other women from the same culture. Five common themes were identified across the four cultural groups: Living within a Collective; Cultural Protective Factors; Cultural Barriers to Helpseeking; Gender Specific Roles; and Belonging to a Place. The outcome from this study is increased knowledge that will be used to develop culturally appropriate interventions. Specific findings from each cultural group have been published.1–4 The purpose of this paper is to present common perceptions and responses to IPV from the four groups and suggest interventions based on the findings. Implications for practice are presented. PMID:21225589

From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

NASA Astrophysics Data System (ADS)

Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

2018-04-01

In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

Suicide and Western culture.

PubMed

Pridmore, Saxby; McArthur, Milford

2009-02-01

The aim of this paper is to examine the cultural roots and transmission of Western suicide and suicidal behaviour. We explored a period of antiquity (mythical Greece-61 CE) and selected accounts of 10 prominent suicides. The precipitating circumstances were tabulated and an assessment made of the most likely attendant emotions. The same process was followed for a recent period (1994-2008), from which 10 suicides were identified. The precipitating circumstances and the attendant emotions were compared. These circumstances and emotions were then compared to statements commonly encountered in clinical practice from people demonstrating suicidal behaviour. Finally, we looked for evidence that these stories (and the response models) had entered Western culture. Precipitating circumstances, loss of a loved one, actual or imminent execution or imprisonment, other losses and public disgrace, and the negative emotions of shame, guilt, fear, anger, grief and sorrow were common to both historical periods. These circumstances and emotions are similar to those commonly expressed by people who have demonstrated suicidal behaviour. There was a clear record (literature, visual arts) of these stories forming part of our cultural heritage. Models of maladaptive responses to certain adverse circumstances are part of Western culture. Suicide as a response to certain circumstances and negative emotions can be traced back more than 2000 years. Cultural change will be necessary to minimize suicide.

Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

Visitor diversity through the recreation manager lens: comparing Forest Service Regions 8 (U S South) and 5 (California)

Treesearch

Cassandra Johnson Gaither; Nina S. Roberts; Kristin L. Hanula

2015-01-01

In response to changing demographics and cultural shifts in the U.S. population, the Forest Service, U.S. Department of Agriculture has initiated a range of “culturally transforming” management practices and priorities aimed at better reflecting both the current and future U.S. population (USDA 2011). This makeover also calls attention to the various publics served by...

Facilitators and Barriers to Health-Seeking Behaviours among Filipino Migrants: Inductive Analysis to Inform Health Promotion

PubMed Central

Salamonson, Y.; Descallar, J.; Davidson, P. M.

2015-01-01

Understanding factors that influence health-seeking behaviour of migrants is necessary to intervene for behaviour change. This paper explores Filipino migrants' perceptions of facilitators and barriers to maintaining health in Australia. Open-ended survey item responses reflecting factors that assisted and hindered health following migration to Australia were inductively analysed. Three hundred and thirty-seven of the 552 survey respondents (61%) provided open-ended responses. Responses were grouped into two major categories: individual factors, including personal resources and cultural influences, and environmental factors encompassing both the physical conditions in the host country and health service access. Awareness of practices that enhance health was a major personal facilitator of health-seeking behaviour; however, competing priorities of daily living were perceived as barriers. Cultural beliefs and practices influenced health-seeking behaviour. Despite high self-rated English language skills in this population, new migrants and the elderly cited communication difficulties as barriers to accessing health services. Insight into facilitators and barriers to health-seeking behaviour in this less researched migrant population revealed tools for enhancing engagement in health promotion programs addressing healthy lifestyle. PMID:26380277

From benzos to berries: treatment offered at an Aboriginal youth solvent abuse treatment centre relays the importance of culture.

PubMed

Dell, Colleen Anne; Seguin, Maureen; Hopkins, Carol; Tempier, Raymond; Mehl-Madrona, Lewis; Dell, Debra; Duncan, Randy; Mosier, Karen

2011-02-01

First Nations and Inuit youth who abuse solvents are one of the most highly stigmatized substance-abusing groups in Canada. Drawing on a residential treatment response that is grounded in a culture-based model of resiliency, this article discusses the cultural implications for psychiatry's individualized approach to treating mental disorders. A systematic review of articles published in The Canadian Journal of Psychiatry during the past decade, augmented with a review of Canadian and international literature, revealed a gap in understanding and practice between Western psychiatric disorder-based and Aboriginal culture-based approaches to treatment and healing from substance abuse and mental disorders. Differing conceptualizations of mental health and substance abuse are discussed from Western psychiatric and Aboriginal worldviews, with a focus on connection to self, community, and political context. Applying an Aboriginal method of knowledge translation-storytelling-experiences from front-line workers in a youth solvent abuse treatment centre relay the difficulties with applying Western responses to Aboriginal healing. This lends to a discussion of how psychiatry can capitalize on the growing debate regarding the role of culture in the treatment of Aboriginal youth who abuse solvents. There is significant need for culturally competent psychiatric research specific to diagnosing and treating First Nations and Inuit youth who abuse substances, including solvents. Such understanding for front-line psychiatrists is necessary to improve practice. A health promotion perspective may be a valuable beginning point for attaining this understanding, as it situates psychiatry's approach to treating mental disorders within the etiology for Aboriginal Peoples.

Perceptions of Norwegian physiotherapy students: cultural diversity in practice.

PubMed

Fougner, Marit; Horntvedt, And Tone

2012-01-01

At the Faculty of Health Sciences, Oslo University College there is a growing recognition of the need for cultural competency training among students at the bachelor programmes. At the Mensendieck-physiotherapy bachelor programme the students are engaged in leading physical activity groups for Muslim women. This qualitative study describes ethnically Norwegian students experiencing cultural diversity in practice. Twenty-two female physiotherapy students participated in the interviews; 6 students were interviewed individually by telephone, and 16 students were interviewed in person in 8 pairs. The students' framework for dealing with diversity is based on preconceived notions about Muslim women and is reflected in two particular ways. One is how the values and norms of Norwegian "ideology of sameness" are pursued by the students. The other is how the students constructed images of the women as "the others." The interview responses indicate difficulties in uniting the reality of diversity and the "need" for integration. The curriculum requires additional attention on cultural competency for health care professionals in a multicultural society.

Controlled Release: A Cultural Analysis of Collegiate Polydrug Use

PubMed Central

Quintero, Gilbert

2011-01-01

Social science research on polydrug use among young adult college students is scant, adopts definitions of this practice that are often devoid of sociocultural context, and emphasizes a very narrow range of use patterns. This article, based on ethnographic interviews from a study of collegiate prescription drug misuse, expands this focus by offering a cultural analysis of polydrug use. Two specific types of collegiate polydrug use, simultaneous interaction and sequential management, are examined within a cultural framework that relates these practices to the expression of two complementary values—control and release. The college experience provides young people with a culturally sanctioned “time-out” period that affords freedom from many of the roles, responsibilities, and other constraints that come to structure later adult life. At the same time, college students are expected to meet academic and social demands that require organization, initiative, and direction. Specific types of polydrug use provide young adults with a means to navigate these competing prescriptions that are characteristic of contemporary college life. PMID:19455908

Emerging technological and cultural shifts advancing drylands research and management

USDA-ARS?s Scientific Manuscript database

Sustainable provisioning of ecosystem services in dryland landscapes is complicated by extreme conditions that constrain biological responses to perturbation, vast spatial and temporal complexity, and uncertainty regarding the resilience of these ecosystems to management practices and climate change...

Enhancing access and retention in substance abuse treatment: the role of Medicaid payment acceptance and cultural competence.

PubMed

Guerrero, Erick G

2013-10-01

Health insurance coverage and quality of care are common factors believed to improve access for and retention of racial and ethnic minority groups in health care. However, there is little evidence that acceptance of public insurance and provision of culturally responsive care decrease wait time and retention of minority populations in community-based substance abuse treatment. We analyzed client and program data collected in 2010-2011 from publicly funded treatment programs in Los Angeles County, CA. An analytical sample of 13,328 primarily African American and Latino clients nested within 104 treatment programs located in minority communities was analyzed using multilevel negative binomial regressions on count measures of days to initiate and days spent in treatment. Programs that accepted public insurance (p<.001) and in which staff reported personal involvement (p<.01) and linkages and resources with minority communities (p<.001) were negatively associated with client wait time. Similarly, programs with culturally responsive policies and assessment and treatment practices (p<.05) were positively associated with retention in treatment, after controlling for individual and program characteristics. These preliminary findings provide an evidentiary base for the role of community-based financial and cultural practices in improving accessibility and treatment adherence in a population at high risk of treatment dropout. Implications related to health care reform legislation, which seeks to expand public insurance and enhance culturally competent care, are discussed. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Metonymic objects, cultural practices and narrative repair: Sri Lankan responses to the Indian Ocean tsunami.

PubMed

Cassim, Shemana; Stolte, Ottilie; Hodgetts, Darrin

2015-07-01

The 2004 Indian Ocean tsunami resulted in a tragic loss of life and immense suffering. This article explores the ways in which a group of people from Sri Lanka worked to address the disruption to their life narratives caused by the loss of loved ones. We go beyond a focus on 'talk' in narrative research in health psychology to explore the importance of material objects in sustaining continued bonds with the deceased. This article provides an alternative to the tendency in mainstream psychology to pathologise grief and highlights the importance of culturally patterned responses to disaster. © The Author(s) 2013.

Cultural Change: The How and the Why.

PubMed

Varnum, Michael E W; Grossmann, Igor

2017-11-01

More than half a century of cross-cultural research has demonstrated group-level differences in psychological and behavioral phenomena, from values to attention to neural responses. However, cultures are not static, with several specific changes documented for cultural products, practices, and values. How and why do societies change? Here we juxtapose theory and insights from cultural evolution and social ecology. Evolutionary approaches enable an understanding of the how of cultural change, suggesting transmission mechanisms by which the contents of culture may change. Ecological approaches provide insights into the why of cultural change: They identify specific environmental pressures, which evoke shifts in psychology and thereby enable greater precision in predictions of specific cultural changes based on changes in ecological conditions. Complementary insights from the ecological and cultural evolutionary approaches can jointly clarify the process by which cultures change. We end by discussing the relevance of cultural change research for the contemporary societal shifts and by highlighting several critical challenges and future directions for the emerging field of cross-temporal research on culture and psychology.

Dynamic axes of informed consent in Japan.

PubMed

Specker Sullivan, Laura

2017-02-01

Scholarship in cross-cultural bioethics routinely frames Japanese informed consent in contrast to informed consent in North America. This contrastive analysis foregrounds cancer diagnosis disclosure and physician paternalism as unique aspects of Japanese informed consent that deviate from American practices. Drawing on in-depth interviews with 15 Japanese medical professionals obtained during fieldwork in Japan from 2013 to 15, this article complicates the informed consent discourse beyond East-West comparisons premised on Anglo-American ethical frameworks. It expands professional perspectives to include nurses, medical social workers, clinical psychologists, and ethicists and it addresses informed consent for a broad range of conditions in addition to cancer. The results suggest that division of affective labor is an under-theorized dimension of informed consent that is perceived as at odds with principled demands for universal informed consent. These practical tensions are conceptualized as cultural differences, with Japan identified in terms of omakase as practical and supportive and the United States identified in terms of jiko kettei as principled and self-determining. These results have implications for the methodology of cross-cultural bioethics as well as for theories and practices of informed consent in both Japan and the United States. I conclude that responsible cross-cultural work in bioethics must begin from the ground up, incorporating all relevant stakeholder perspectives, attitudes, and experiences. Copyright © 2016 Elsevier Ltd. All rights reserved.

Responsive Teaching, Informal Learning and Cultural Tools in Year Nine Ensemble Practice: A Lost Opportunity

ERIC Educational Resources Information Center

Wallerstedt, Cecilia; Pramling, Niklas

2016-01-01

In the present study we investigate what problems adolescents in year-nine compulsory school face when trying to learn to play a song together, how they take on these, and how their teacher responds to these problems. The studied practice, where students are to form a band and learn to play a song together in music class, is an example of…

Safety culture among pediatric surgeons: A national survey of attitudes and perceptions of patient safety.

PubMed

Berman, Loren; Rangel, Shawn; Goldin, Adam; Skarda, David; Ottosen, Madelene; Bliss, David; Valusek, Patricia; Fallat, Mary; Tsao, KuoJen

2018-03-01

Improving the culture of safety within health care is an essential component of preventing errors and improving overall health care quality. The purpose of this study was to characterize the attitudes and perceptions of patient safety among pediatric surgeons. We conducted a cross-sectional online survey of American Pediatric Surgery Association members. Survey items assessed surgeons' knowledge, attitudes, and perceptions of patient safety. We performed descriptive statistics and evaluated associations between respondent characteristics and survey responses. Response rate was 38% (353/928). Surgeons in academic practice (96% vs 83% private, P=0.01) and in leadership positions (98% vs 92%, P=0.03) were more likely to feel actively engaged in patient safety initiatives. Surgeons in private practice were less likely to feel safe having their own children undergo surgery at their institution (80% vs 96% academic, P<0.005). Pediatric surgeons have disparate attitudes and perceptions of patient safety within their hospitals. Significant variation exists based on surgeon characteristics. These findings underscore the need to identify barriers to surgeon engagement and develop educational initiatives to empower surgeons as leaders in improving patient safety culture. V. Copyright © 2017 Elsevier Inc. All rights reserved.

Culturally-Competent Treatments for Asian Americans: The Relevance of Mindfulness and Acceptance-Based Psychotherapies

PubMed Central

Nagayama Hall, Gordon C.; Hong, Janie J.; Zane, Nolan W. S.; Meyer, Oanh L.

2011-01-01

The development of effective treatments for Asian Americans is important because treatment disparities continue to exist for this population. Because of their theoretical grounding in East Asian philosophies, mindfulness and acceptance-based psychotherapies appear to constitute promising ways to provide culturally responsive mental health care to Asian Americans. However, in practice these approaches often reflect conceptions of mental health that are more consistent with Western world views. We review points of intersection and divergence between Western-based mindfulness and acceptance psychotherapies and Asian American cultural values. We then propose a culturally syntonic approach that accentuates certain components of mindfulness and acceptance psychotherapies and adapts other components of these approaches to be more consistent with Asian American cultural values. PMID:22065893

Cultural concepts of the person and mental health in Africa.

PubMed

Kpanake, Lonzozou

2018-04-01

People in different cultures have different concepts of the person that underlie self-understanding and self-representation. These concepts influence many aspects of individuals' life experience, including illness and expectations toward recovery. Psychotherapies aim to promote adaptive change in experience and behavior. This goal is embedded in a social and cultural context that promotes or sanctions a particular notion of personhood. If every system of psychotherapy depends on implicit models of personhood, which varies cross-culturally, then the goals and methods of therapeutic change must consider the cultural concept of the person. This paper reviews cultural concepts of the person in relation to communal values, practices, and systems of thought observed across many African cultural contexts. It presents a practical framework that can inform therapists working with African clients. Many African cultures promote a relational-oriented personhood, in which an individual manifests his or her personhood through connections to three distinct forms of agency: (a) spiritual agency, including God, ancestors, and spirits that influence the person; (b) social agency, including the family, the clan, and the community, with extension to humanity; and (c) self-agency, which is responsible for the person's inner experience. This distinctive form of personhood underlies concepts of the "normal" person, understandings of mental illness, help-seeking behavior, and clients' needs and expectations. Implications of this cultural concept of the person for psychotherapy with African clients are discussed.

Comparison of practice based research network based quality improvement technical assistance and evaluation to other ongoing quality improvement efforts for changes in agency culture.

PubMed

Livingood, William C; Peden, Angela H; Shah, Gulzar H; Marshall, Nandi A; Gonzalez, Ketty M; Toal, Russell B; Alexander, Dayna S; Wright, Alesha R; Woodhouse, Lynn D

2015-07-31

Public health agencies in the USA are increasingly challenged to adopt Quality Improvement (QI) strategies to enhance performance. Many of the functional and structural barriers to effective use of QI can be found in the organizational culture of public health agencies. The purpose of this study was to assess the impact of public health practice based research network (PBRN) evaluation and technical assistance for QI interventions on the organizational culture of public health agencies in Georgia, USA. An online survey of key informants in Georgia's districts and county health departments was used to compare perceptions of characteristics of organizational QI culture between PBRN supported QI districts and non-PBRN supported districts before and after the QI interventions. The primary outcomes of concern were number and percentage of reported increases in characteristics of QI culture as measured by key informant responses to items assessing organizational QI practices from a validated instrument on QI Collaboratives. Survey results were analyzed using Multi-level Mixed Effects Logistic Model, which accounts for clustering/nesting. Increases in QI organizational culture were consistent for all 10- items on a QI organizational culture survey related to: leadership support, use of data, on-going QI, and team collaboration. Statistically significant odds ratios were calculated for differences in increased QI organizational culture between PBRN-QI supported districts compared to Non-PBRN supported districts for 5 of the 10 items, after adjusting for District clustering of county health departments. Agency culture, considered by many QI experts as the main goal of QI, is different than use of specific QI methods, such as Plan-Do-Study-Act (PDSA) cycles or root-cause analyses. The specific use of a QI method does not necessarily reflect culture change. Attempts to measure QI culture are newly emerging. This study documented significant improvements in characteristics of organizational culture and demonstrated the potential of PBRNs to support agency QI activities.

Effects of scaffold architecture on mechanical characteristics and osteoblast response to static and perfusion bioreactor cultures.

PubMed

Bartnikowski, Michal; Klein, Travis J; Melchels, Ferry P W; Woodruff, Maria A

2014-07-01

Tissue engineering focuses on the repair and regeneration of tissues through the use of biodegradable scaffold systems that structurally support regions of injury while recruiting and/or stimulating cell populations to rebuild the target tissue. Within bone tissue engineering, the effects of scaffold architecture on cellular response have not been conclusively characterized in a controlled-density environment. We present a theoretical and practical assessment of the effects of polycaprolactone (PCL) scaffold architectural modifications on mechanical and flow characteristics as well as MC3T3-E1 preosteoblast cellular response in an in vitro static plate and custom-designed perfusion bioreactor model. Four scaffold architectures were contrasted, which varied in inter-layer lay-down angle and offset between layers, while maintaining a structural porosity of 60 ± 5%. We established that as layer angle was decreased (90° vs. 60°) and offset was introduced (0 vs. 0.5 between layers), structural stiffness, yield stress, strength, pore size, and permeability decreased, while computational fluid dynamics-modeled wall shear stress was increased. Most significant effects were noted with layer offset. Seeding efficiencies in static culture were also dramatically increased due to offset (∼ 45% to ∼ 86%), with static culture exhibiting a much higher seeding efficiency than perfusion culture. Scaffold architecture had minimal effect on cell response in static culture. However, architecture influenced osteogenic differentiation in perfusion culture, likely by modifying the microfluidic environment. © 2014 Wiley Periodicals, Inc.

Sibling Incest: A Hong Kong Experience.

ERIC Educational Resources Information Center

Tsun, O. K. Angela

1999-01-01

Presents a case study of a Hong Kong Chinese adult survivor of brother-sister incest. Discusses her symptoms, feelings toward incest, parental response at disclosures, and implications for practice. Also discusses Chinese cultural influences that affect the family and lead to secrecy and shame. (CR)

Formative Assessment: Policy, Perspectives and Practice

ERIC Educational Resources Information Center

Clark, Ian

2011-01-01

Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community…

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

NASA Astrophysics Data System (ADS)

Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

2011-02-01

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator's beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

The angry black woman: the impact of pejorative stereotypes on psychotherapy with black women.

PubMed

Ashley, Wendy

2014-01-01

In the aftermath of slavery and the resulting social, economic, and political effects, Black women have become the victims of negative stereotyping in mainstream American culture. Such stereotypes include the myth of the angry Black woman that characterizes these women as aggressive, ill tempered, illogical, overbearing, hostile, and ignorant without provocation. Symptoms presented by Black women during mental health treatment may reinforce this myth. However, many of the negative characteristics of the angry Black woman developed in response to external stressors and historical factors. Black women also have a unique experience with and expressions of anger that shape the presenting symptoms interpreted by the mental health clinician. This myth and corresponding negative stereotypes significantly affect Black women intrapsychically, interpersonally, and are likely to influence the efficacy of mental health treatment. Understanding and treatment of Black women in a mental health context should be influenced by the cultural norms and sociopolitical dynamics affecting these clients. Successful mental health treatment requires cultural competence and clinicians who are well prepared to navigate the inherent complexities of culture with clients. Awareness of the angry Black woman mythology, including its genesis, manifestations, and the unique experiences of Black women, may raise the standards of cultural competence for clinicians and provide more successful treatment outcomes in working with this population. A case example illustrates the assiduity essential to practicing in a culturally competent manner. A client is presented from a traditional psychotherapeutic perspective and then viewed through a lens that integrates psychotherapeutic practice with conscious awareness of the mythology and stereotypes impacting Black women. Implications for culturally relevant practice are discussed.

Clinical-academic partnerships research: converting the rhetoric into reality.

PubMed

Happell, Brenda

2005-09-01

An increasing recognition of the importance of research-based practice to the nursing profession has led to a number of strategies designed to increase the utilization and conduct of nursing research. The transfer of nursing education from hospitals to universities occurred partly in response to the identified theory-practice gap. Subsequently, a significant investment in joint clinical-academic positions and clinical professorial positions has been made with the intention of bridging the gap between the tertiary sector and the clinical field. Anecdotal evidence suggests that neither strategy has achieved the desired degree of success. The available literature suggests that nurses do not tend to become involved in the conduct of research, nor do they readily utilise research findings in their practice. It is hypothesized in this paper that this reflects the strong cultural differences between the clinical and academic worlds in nursing. The aim of this paper is to discuss the impact of these cultural differences and describe specific principals that could contribute to significant cultural change and the bridging of the academic-clinician divide.

Learning to teach science for social justice in urban schools

NASA Astrophysics Data System (ADS)

Vora, Purvi

This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also, it suggests teacher agency as an important domain of professional practice when measuring teacher learning from a situative perspective.

Population and women's health.

PubMed

Abernethy, V

1994-01-01

Explanations of cultural patterns can be found in the economic context (carrying capacity) in which they develop. Population pressure explains the abuse of women throughout history and in modern times because overpopulation leads to devaluation of women's reproductive capacity. A cultural response to overpopulation includes practices that limit the numbers of women of reproductive age. Such practices foster son preference, which results in selective abortion, female infanticide, neglect and overwork of girls, dowry deaths, and discrimination against widows. The results of these practices are manifest in sex ratios that are culturally rather than naturally controlled and in demographic facts such as the calculation that 60 million females are missing in Asia alone (and perhaps more than 100 million worldwide). Women are also removed from a reproductive setting by being kidnapped or sold into prostitution or by being forced to adopt prostitution for economic survival. In cases where survival is threatened by environmental degradation and population growth, the most harsh cultural practices will emerge to adapt the population to the resources at hand. This situation creates an ethical dilemma posed by the problem of imposing Western values on a culture that is undertaking adaptive practices to insure its very survival. Ways to help women in these situation include limiting population growth humanely through family planning, provision of paid work to women, and creation of an environment that supports a small family ideal. Prosperity itself, through modernization, sometimes causes family sizes to increase. The most important intervention appears to be the provision of paid employment outside the home for women. On the other hand, large-scale wealth transfers and liberal immigration policies simply send signals that population pressure is a regional problem that can be alleviated by the international community. Increasing immigration to developed countries will place pressure on the women of those countries by increasing population. The fact that population size in the US is expected to double in 64 years already poses a threat to the status of US women who are not immune from cultural processes.

On the Human Challenges of Multiliteracies Pedagogy (Response to Sandra Hesterman)

ERIC Educational Resources Information Center

Simon, Rob

2011-01-01

Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities--viewing…

Effective Informal Learning: Considerations for the Workplace.

ERIC Educational Resources Information Center

Yannie, Mark

2002-01-01

Offers practical advice for learning more effectively on the job. Highlights include types of communication, including written and verbal; informal learning; a work environment that is conducive to informal learning, including organizational culture, job responsibilities, performance requirements, time and scheduling factors, and career stage;…

Adaptation to climate change in agriculture in Bangladesh: The role of formal institutions.

PubMed

Islam, Md Torikul; Nursey-Bray, Melissa

2017-09-15

Bangladesh is very vulnerable to the impacts of climate change, and adaptation is emerging as a key policy response. Place based programs that build adaptive capacity are needed. This paper explores the effectiveness of formal institutions in climate change adaptation for agriculture from the perspectives of farmers and institutional communities of practice within two drought-prone areas in Bangladesh. Our findings show that formal institutions via their communities of practice play an important role in building place based capacity for mitigation and adaptation strategies in agriculture. Over-emphasis on technology, lack of acknowledgement of cultural factors and a failure of institutional communities of practice to mediate and create linkages with informal institutional communities of practice remain barriers. We argue that in order for formal institutions to play an ongoing and crucial role in building adaptive agriculture in Bangladesh, they must incorporate cultural mechanisms and build partnerships with more community based informal institutions. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Comparison of the Technical Communications Practices of Japanese and U.S. Aerospace Engineers and Scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Holloway, Karen; Sato, Yuko; Barclay, Rebecca O.; Kennedy, John M.

1996-01-01

To understand the diffusion of aerospace knowledge, it is necessary to understand the communications practices and the information-seeking behaviors of those involved in the production, transfer, and use of aerospace knowledge at the individual, organizational, national, and international levels. In this paper, we report selected results from a survey of Japanese and U.S. aerospace engineers and scientists that focused on communications practices and information-seeking behaviors in the workplace. Data are presented for the following topics: importance of and time spent communicating information, collaborative writing, need for an undergraduate course in technical communications, use of libraries, the use and importance of electronic (computer) networks, and the use and importance of foreign and domestically produced technical reports. The responses of the survey respondents are placed within the context of the Japanese culture. We assume that differences in Japanese and U.S. cultures influence the communications practices and information-seeking behaviors of Japanese and U.S. aerospace engineers and scientists.

Examining the perceptions, preferences, and practices that influence healthy aging for African American older adults: an ecological perspective.

PubMed

Waites, Cheryl

2013-10-01

This study explored the healthy aging and health promotion perceptions, preferences, and practices of a purposive sample of African American older adults who resided in two communities in the south. An ecological framework was used to capture environmental factors, perceptions regarding access to health promotion resources, and health behavior preferences and practices. A mixed-method approach was used. Health supporting amenities were mapped, focus groups were conducted, and demographic information was obtained. The data were merged to create consolidated themes. The results indicated that health promotion amenities were available, but with some limitations. Convenient access to transportation strongly affected ability to use resources. Older adults were interested in preserving their health and independence, but some had difficulty staying motivated to maintain a healthy lifestyle. They wanted easier access to amenities. Implications for best practice include attention to culturally responsive outreach, motivating with social support and incentives, and developing community-based culturally compatible programming.

Developing a social practice-based typology of British drinking culture in 2009-2011: implications for alcohol policy analysis.

PubMed

Ally, Abdallah K; Lovatt, Melanie; Meier, Petra S; Brennan, Alan; Holmes, John

2016-09-01

The concept of national drinking culture is well established in research and policy debate, but rarely features in contemporary alcohol policy analysis. We aim to demonstrate the value of the alternative concept of social practices for quantitatively operationalizing drinking culture. We discuss how a practice perspective addresses limitations in existing analytical approaches to health-related behaviour before demonstrating its empirical application by constructing a statistical typology of British drinking occasions. Cross-sectional latent class analysis of drinking occasions derived from retrospective 1-week drinking diaries obtained from quota samples of a market research panel. Occasions are periods of drinking with no more than 2 hours between drinks. Great Britain, 2009-11. A total of 187 878 occasions nested within 60 215 nationally representative adults (aged 18 + years). Beverage type and quantity per occasion; location, company and gender composition of company; motivation and reason for occasion; day, start-time and duration of occasion; and age, sex and social grade. Eight occasion types are derived based primarily on parsimony considerations rather than model fit statistics. These are mixed location heavy drinking (10.4% of occasions), heavy drinking at home with a partner (9.4%), going out with friends (11.1%), get-together at someone's house (14.4%), going out for a meal (8.6%), drinking at home alone (13.6%), light drinking at home with family (12.8%) and light drinking at home with a partner (19.6%). An empirical model of drinking culture, comprising a typology of drinking practices, reveals the dominance of moderate drinking practices in Great Britain. The model demonstrates the potential for a practice perspective to be used in evaluation of how and why drinking cultures change in response to public health interventions. © 2016 The Authors. Addiction published by John Wiley & Sons Ltd on behalf of Society for the Study of Addiction.

The role of the physician in transforming the culture of healthcare.

PubMed

Smits, Stanley J; Bowden, Dawn E; Wells, James O

2016-07-04

Purpose The healthcare system in the USA is undergoing unprecedented change and its share of unintended consequences. This paper explores the leadership role of the physician in transforming the present culture of healthcare to restore, refine and preserve its traditional care components. Design/methodology/approach The literature on change, organizational culture and leadership is leveraged to describe the structural interdependencies and dynamic complexity of the present healthcare system and to suggest how physicians can strengthen the care components of the healthcare culture. Findings When an organization's culture does not support internal integration and external adaptation, it is the responsibility of leadership to transform it. Leaders can influence culture to strengthen the care components of the healthcare system. The centrality of professionalism in the delivery of patient services places a moral, societal and ethical responsibility on physicians to lead a revitalization of the care culture. Practical implications This paper focuses on cultural issues in healthcare and provides options and guidance for physicians as they attempt to lead and manage the context in which services are delivered. Originality/value The Competing Values Framework, the major interdependent domains and five principal mechanisms for leaders to embed and fine tune culture serve as the main tenets for describing the ongoing changes in healthcare and defining the role of the physician as leaders and advocates for the Patient Care Culture.

Systemic humoral immunity in beef bulls following therapeutic vaccination against Tritrichomonas foetus.

PubMed

Alling, Christopher; Rae, D Owen; Ma, Xiaojie; Neumann, Laura; Lollis, L Gene; Steele, Elizabeth; Yelvington, John; Naikare, Hemant K; Walden, Heather Stockdale; Crews, John; Boughton, Raoul

2018-05-15

The utility of therapeutic vaccination of bulls against Tritrichomonas foetus has been advocated in previous studies, but anecdotal reports suggest this practice does not clear infections and may additionally confound diagnostic testing by reducing parasite burdens below detectable limits. The objective of this study was to characterize the systemic humoral immune response to therapeutic vaccination in T. foetus-infected bulls over a period of four months using an indirect ELISA and to compare the dynamics of this response to culture and PCR results to establish the existence of a relationship (or lack thereof) between immunization and infection status. A study population of 4- to 6-year-old T. foetus-infected beef bulls (n = 20) was divided equally into a treatment group and a control group. The treatment group received two doses of commercially prepared whole cell killed vaccine 2 weeks apart while the control group received injections of vaccine diluent. Blood samples were collected at each injection and at 4 subsequent dates every 4 weeks thereafter (i.e. 0, 2, 6, 10, 14, and 18 wks) to measure IgG 1 and IgG 2 antibody subisotype response via an indirect ELISA. Preputial smegma samples were collected at the four monthly intervals following vaccination for diagnosis of infection via InPouch™ culture, Modified Diamond's Medium (MDM) culture, and PCR. Humoral response for both IgG isotypes from week 2 through week 18 were significantly increased in vaccinates compared to controls. No significant decrease in infection prevalence was detected in the treatment group for any of the diagnostic methods used. The apparent lack of pathogen clearance during a stimulated immune response suggests that therapeutic vaccination may not be a useful T. foetus management practice. Copyright © 2018 Elsevier B.V. All rights reserved.

Cultural diversification promotes rapid phenotypic evolution in Xavánte Indians

PubMed Central

Hünemeier, Tábita; Gómez-Valdés, Jorge; Ballesteros-Romero, Mónica; de Azevedo, Soledad; Martínez-Abadías, Neus; Esparza, Mireia; Sjøvold, Torstein; Bonatto, Sandro L.; Salzano, Francisco Mauro; Bortolini, Maria Cátira; González-José, Rolando

2012-01-01

Shifts in social structure and cultural practices can potentially promote unusual combinations of allele frequencies that drive the evolution of genetic and phenotypic novelties during human evolution. These cultural practices act in combination with geographical and linguistic barriers and can promote faster evolutionary changes shaped by gene–culture interactions. However, specific cases indicative of this interaction are scarce. Here we show that quantitative genetic parameters obtained from cephalometric data taken on 1,203 individuals analyzed in combination with genetic, climatic, social, and life-history data belonging to six South Amerindian populations are compatible with a scenario of rapid genetic and phenotypic evolution, probably mediated by cultural shifts. We found that the Xavánte experienced a remarkable pace of evolution: the rate of morphological change is far greater than expected for its time of split from their sister group, the Kayapó, which occurred around 1,500 y ago. We also suggest that this rapid differentiation was possible because of strong social-organization differences. Our results demonstrate how human groups deriving from a recent common ancestor can experience variable paces of phenotypic divergence, probably as a response to different cultural or social determinants. We suggest that assembling composite databases involving cultural and biological data will be of key importance to unravel cases of evolution modulated by the cultural environment. PMID:22184238

In response to David Greenwood's `Place mobility and faculty life: mindfulness through change' through the lens of science teacher education programs

NASA Astrophysics Data System (ADS)

Nyaema, Mary K.

2017-06-01

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5-16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood's article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.

Nurses in Action: A Response to Cultural Care Challenges in a Pediatric Acute Care Setting.

PubMed

Mixer, Sandra J; Carson, Emily; McArthur, Polly M; Abraham, Cynthia; Silva, Krystle; Davidson, Rebecca; Sharp, Debra; Chadwick, Jessica

2015-01-01

Culturally congruent care is satisfying, meaningful, fits with people's daily lives, and promotes their health and wellbeing. A group of staff nurses identified specific clinical challenges they faced in providing such care for Hispanic and underserved Caucasian children and families in the pediatric medical-surgical unit of an urban regional children's hospital in the southeastern U.S. To address these challenges, an academic-practice partnership was formed between a group of nurse managers and staff nurses at the children's hospital and nursing faculty and graduate students at a local, research-intensive public university. Using the culture care theory, the partners collaborated on a research study to discover knowledge that would help the nursing staff resolve the identified clinical challenges. Twelve families and 12 healthcare providers participated. Data analysis revealed five care factors that participants identified as most valuable: family, faith, communication, care integration, and meeting basic needs. These themes were used to formulate nursing actions that, when applied in daily practice, could facilitate the provision of culturally congruent care for these children and their families. The knowledge generated by this study also has implications for healthcare organizations, nursing educators, and academic-practice partnerships that seek to ensure the delivery of equitable care for all patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Practical Issues in Developing a Culturally Tailored Physical Activity Promotion Program for Chinese and Korean American Midlife Women: A Pilot Study

PubMed Central

Chee, Wonshik; Kim, Sangmi; Chu, Tsung-Lan; Ji, Xiaopeng; Zhang, Jingwen; Chee, Eunice; Im, Eun-Ok

2016-01-01

Background With advances in computer technologies, Web-based interventions are widely accepted and welcomed by health care providers and researchers. Although the benefits of Web-based interventions on physical activity promotion have been documented, the programs have rarely targeted Asian Americans, including Asian American midlife women. Subsequently, culturally competent Web-based physical activity programs for Asian Americans may be necessary. Objective The purpose of our study was to explore practical issues in developing and implementing a culturally competent Web-based physical activity promotion program for 2 groups of Asian American women—Chinese American and Korean American midlife women—and to provide implications for future research. Methods While conducting the study, the research team members wrote individual memos on issues and their inferences on plausible reasons for the issues. The team had group discussions each week and kept the minutes of the discussions. Then, the memos and minutes were analyzed using a content analysis method. Results We identified practical issues in 4 major idea categories: (1) bilingual translators’ language orientations, (2) cultural sensitivity requirement, (3) low response rate, interest, and retention, and (4) issues in implementation logistics. Conclusions Based on the issues, we make several suggestions for the use of bilingual translators, motivational strategies, and implementation logistics. PMID:27872035

The Cultural Climate of Southwest Dental Colleges: Dentistry and Dental Hygiene.

PubMed

Vu, Mary T; McCann, Ann; Schneiderman, Emet; DeWald, Janice; Campbell, Patricia; Miller, Barbara

2015-02-01

The purpose of this study was to identify the cultural climate of southwestern dental colleges, from the perspective of dental hygiene and dental students. The Cultural Attitudes and Climate Questionnaire was used to measure cultural climate. It contained 57 items related to campus experiences, cultural comfort, diversity awareness, racial pressures, fair treatment, respect, lack of support, patient care and overall satisfaction. The survey was administered to 508 dental and dental hygiene students at 5 dental colleges. The response rate was 41% (n=239/508). Students reported not experiencing racial conflict or pressures (71 to 90%), being treated fairly and with respect (86 to 90%) and being comfortable interacting with and treating other cultures (70 to 91%). They also practiced culturally appropriate behaviors (54 to 92%). Those reporting diversity training (77.8%) were more likely to engage in 3 of the 6 awareness practices (p<0.033). Although all groups agreed their educational experience was rewarding (89.5%), African-Americans reported a significantly lower level of agreement than Whites (p=0.003) and Asians (p=0.008). Among all groups, satisfaction with their educational experience was significantly correlated with fair treatment (rho=0.441 to 0.511, p<0.001) and respect for other cultures (rho=0.391 to 0.441, p<0.001). The students generally reported a positive cultural climate. Improvements could be made by focusing on fair treatment, respect for cultures and the African-American experience. Cultural competence training could be key to improving cultural climate, as positive outcomes from training were identified. Copyright © 2015 The American Dental Hygienists’ Association.

When technology, science and culture meet: insights from ancient Chinese technology

NASA Astrophysics Data System (ADS)

Lee, Yeung Chung

2017-10-01

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science-Technology-Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded.

21st Century Cell Culture for 21st Century Toxicology.

PubMed

Pamies, David; Hartung, Thomas

2017-01-17

There is no good science in bad models. Cell culture is especially prone to artifacts. A number of novel cell culture technologies have become more broadly available in the 21st century, which allow overcoming limitations of traditional culture and are more physiologically relevant. These include the use of stem-cell derived human cells, cocultures of different cell types, scaffolds and extracellular matrices, perfusion platforms (such as microfluidics), 3D culture, organ-on-chip technologies, tissue architecture, and organ functionality. The physiological relevance of such models is further enhanced by the measurement of biomarkers (e.g., key events of pathways), organ specific functionality, and more comprehensive assessment cell responses by high-content methods. These approaches are still rarely combined to create microphysiological systems. The complexity of the combination of these technologies can generate results closer to the in vivo situation but increases the number of parameters to control, bringing some new challenges. In fact, we do not argue that all cell culture needs to be that sophisticated. The efforts taken are determined by the purpose of our experiments and tests. If only a very specific molecular target to cell response is of interest, a very simple model, which reflects this, might be much more suited to allow standardization and high-throughput. However, the less defined the end point of interest and cellular response are, the better we should approximate organ- or tissue-like culture conditions to make physiological responses more probable. Besides these technologic advances, important progress in the quality assurance and reporting on cell cultures as well as the validation of cellular test systems brings the utility of cell cultures to a new level. The advancement and broader implementation of Good Cell Culture Practice (GCCP) is key here. In toxicology, this is a major prerequisite for meaningful and reliable results, ultimately supporting risk assessment and product development decisions.

Efficacy of ACA strategies in biography-driven science teaching: an investigation

NASA Astrophysics Data System (ADS)

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-12-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed.

National cultures, performance appraisal practices, and organizational absenteeism and turnover: a study across 21 countries.

PubMed

Peretz, Hilla; Fried, Yitzhak

2012-03-01

Performance appraisal (PA) is a key human resource activity in organizations. However, in this global economy, we know little about how societal cultures affect PA practices. In this study, we address this gap by focusing on 2 complementary issues: (a) the influence of societal (national) cultural practices on PA practices adopted by organizations and (b) the contribution of the level of congruence between societal cultural practices and the characteristics of organizational PA practices to absenteeism and turnover. The results, based on a large data set across multiple countries and over 2 time periods, support the hypothesized effects of societal (national) cultural practices on particular PA practices and the interactive effects of societal cultural practices and PA practices on absenteeism and turnover. We discuss theoretical and practical implications of our findings.

The knowledge, efficacy, and practices instrument for oral health providers: a validity study with dental students.

PubMed

Behar-Horenstein, Linda S; Garvan, Cyndi W; Moore, Thomas E; Catalanotto, Frank A

2013-08-01

Valid and reliable instruments to measure and assess cultural competence for oral health care providers are scarce in the literature, and most published scales have been contested due to a lack of item analysis and internal estimates of reliability. The purposes of this study were, first, to develop a standardized instrument to measure dental students' knowledge of diversity, skills in culturally competent patient-centered communication, and use of culture-centered practices in patient care and, second, to provide preliminary validity support for this instrument. The initial instrument used in this study was a thirty-six-item Likert-scale survey entitled the Knowledge, Efficacy, and Practices Instrument for Oral Health Providers (KEPI-OHP). This instrument is an adaption of an initially thirty-three-item version of the Multicultural Awareness, Knowledge, and Skills Scale-Counselor Edition (MAKSS-CE), a scale that assesses factors related to social justice, cultural differences among clients, and cross-cultural client management. After the authors conducted cognitive and expert interviews, focus groups, pilot testing, and item analysis, their initial instrument was reduced to twenty-eight items. The KEPI-OHP was then distributed to 916 dental students (response rate=48.6 percent) across the United States to measure its reliability and assess its validity. Both exploratory and confirmatory factor analyses were conducted to test the scale's validity. The modification of the survey into a sensible instrument with a relatively clear factor structure using factor analysis resulted in twenty items. A scree test suggested three expressive factors, which were retained for rotation. Bentler's comparative fit and Bentler and Bonnett's non-normed indices were 0.95 and 0.92, respectively. A three-factor solution, including efficacy of assessment, knowledge of diversity, and culture-centered practice subscales, comprised of twenty-items was identified. The KEPI-OHP was found to have reasonable internal consistency reliability to warrant its use for baseline and repeated measures in assessing changes in dental students' growth in cultural competence across four-year dental curricula.

Ethnicity or cultural group identity of pregnant women in Sydney, Australia: Is country of birth a reliable proxy measure?

PubMed

Porter, M; Todd, A L; Zhang, L Y

2016-04-01

Australia has one of the most ethnically and culturally diverse maternal populations in the world. Routinely few variables are recorded in clinical data or health research to capture this diversity. This paper explores how pregnant women, Australian-born and overseas-born, respond to survey questions on ethnicity or cultural group identity, and whether country of birth is a reliable proxy measure. As part of a larger study, pregnant women attending public antenatal clinics in Sydney, Australia, completed a survey about their knowledge and expectations of pregnancy duration. The survey included two questions on country of birth, and identification with an ethnicity or cultural group. Country of birth data were analysed using frequency tabulations. Responses to ethnicity or cultural group were analysed using inductive coding to identify thematic categories. Among the 762 with 75 individual cultural groups or ethnicities and 68 countries of birth reported. For Australian-born women (n=293), 23% identified with a cultural group or ethnicity, and 77% did not. For overseas-born women (n=469), 44% identified with a cultural group or ethnicity and 56% did not. Responses were coded under five thematic categories. Ethnicity and cultural group identity are complex concepts; women across and within countries of birth identified differently, indicating country of birth is not a reliable measure. To better understand the identities of the women receiving maternity care, midwives, clinicians and researchers have an ethical responsibility to challenge practices that quantify cultural group or ethnicity, or use country of birth as a convenient proxy measure. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Indigenous Knowledge and Culturally Responsive Methods in Information Research

ERIC Educational Resources Information Center

Becvar, Katherine; Srinivasan, Ramesh

2009-01-01

Research and professional practice in librarianship has increasingly turned to community-focused information services (CIS), which allow people to participate in creating and sharing information about themselves and their communities. These information services have a great potential to empower and engage marginalized communities; however, in this…

Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A Reader's Theatre Presentation.

ERIC Educational Resources Information Center

White, Carolyne; Martin, Joe; Hays, Pat; Senese, Guy; Foley, Jean Ann; Nuvayouma, Diane; Riley-Taylor, Elaine

This conference "performance session" addresses the tensions encountered by indigenous educators in colleges and universities as they collaborate with tribal offices of education to create culturally responsive educational practices. Colonial schooling has left a legacy of institutionalized racism and sexism, sustained by postsecondary…

Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education.

ERIC Educational Resources Information Center

Burcalow, Janet V.

This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the…

76 FR 50462 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-15

...-recommendations-for-serving-adolescent-newcomers . Fuchs, D. & Fuchs, L.S. (2006). New directions in research...). Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers... DEPARTMENT OF EDUCATION Applications for New Awards; Technical Assistance and Dissemination To...

Standards-Based Accountability: Reification, Responsibility and the Ethical Subject

ERIC Educational Resources Information Center

Kostogriz, Alex; Doecke, Brenton

2011-01-01

Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of "educational accountability" and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions…

Navigating the Unfamiliar in a Quest towards Culturally Responsive Pedagogy in the Classroom

ERIC Educational Resources Information Center

Baskerville, Delia

2009-01-01

This paper examines a New Zealand "Pakeha" (European) teacher's professional development experience working with "Maori" (indigenous people of New Zealand), and their protocols and practices. A "Maori kaumatua" (male leader) experienced in theatre direction, acting, and psychiatric nursing led "Maori"…

Practicing Improvisation: Preparing Multicultural Educators

ERIC Educational Resources Information Center

Hull, Karla

2015-01-01

Preparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare…

The use of culturally themed HIV messages and their implications for future behaviour change communication campaigns: the case of Botswana.

PubMed

Ntshebe, O; Pitso, J M N; Segobye, A K

2006-08-01

The 'ABC' approach promoted at the beginning of the HIV/AIDS epidemic in Botswana has failed to yield significant behaviour change. Formative research was conducted in urban, semi-urban and rural areas to explore how the use of sociocultural messages depicted in posters elicited people's response to HIV/AIDS-related behaviours. The research interrogated values and practices underpinning Tswana philosophy in relation to parent-child communication, voluntary counselling and testing, condom use and faithfulness. A total of 206 individuals aged 15 - 49 years were purposively interviewed. The results showed that this campaign was perceived as an activation of positive Batswana culture to modify harmful norms, values and social practices, drawing upon those cultural aspects favouring more positive behaviour. We conclude that behaviour change communication should promote links to cultural values and principles. This can be achieved by: communication in other languages in order to reach all groups in Botswana; providing opportunities for venturing into other ways of communicating HIV/AIDS messages to Batswana in light of literacy skills; and using communication media that is developed on the basis of cultural approaches and focuses on segmented population groups.

Realizing good care within a context of cross-cultural diversity: an ethical guideline for healthcare organizations in Flanders, Belgium.

PubMed

Denier, Yvonne; Gastmans, Chris

2013-09-01

In our globalizing world, health care professionals and organizations increasingly experience cross-cultural challenges in care relationships, which give rise to ethical questions regarding "the right thing to do" in such situations. For the time being, the international literature lacks examples of elaborated ethical guidelines for cross-cultural healthcare on the organizational level. As such, the ethical responsibility of healthcare organizations in realizing cross-cultural care remains underexposed. This paper aims to fill this gap by offering a case-study that illustrates the bioethical practice on a large-scale organizational level by presenting the ethical guideline developed in the period 2007-2011 by the Ethics Committee of Zorgnet Vlaanderen, a Christian-inspired umbrella organization for over 500 social profit healthcare organizations in Flanders, Belgium. The guideline offers an ethical framework within which fundamental ethical values are being analyzed within the context of cross-cultural care. The case study concludes with implications for healthcare practice on four different levels: (1) the level of the healthcare organization, (2) staff, (3) care receivers, and (4) the level of care supply. The study combines content-based ethics with process-based benchmarks. Copyright © 2013. Published by Elsevier Ltd.

European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

PubMed Central

Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2012-01-01

The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

Results of a survey regarding irradiation of internal mammary chain in patients with breast cancer: practice is culture driven rather than evidence based.

PubMed

Taghian, Alphonse; Jagsi, Reshma; Makris, Andreas; Goldberg, Saveli; Ceilley, Elizabeth; Grignon, Laurent; Powell, Simon

2004-11-01

To examine the self-reported practice patterns of radiation oncologists in North America and Europe regarding radiotherapy to the internal mammary lymph node chain (IMC) in breast cancer patients. A survey questionnaire was sent in 2001 to physician members of the American Society for Therapeutic Radiology and Oncology and European Society for Therapeutic Radiology and Oncology regarding their management of breast cancer. Respondents were asked whether they would treat the IMC in several clinical scenarios. A total of 435 responses were obtained from European and 702 responses from North American radiation oncologists. Respondents were increasingly likely to report IMC irradiation in scenarios with greater axillary involvement. Responses varied widely among different European regions, the United States, and Canada (p < 0.01). European respondents were more likely to treat the IMC (p < 0.01) than their North American counterparts. Academic physicians were more likely to treat the IMC than those in nonacademic positions (p < 0.01). The results of this study revealed significant international variation in attitudes regarding treatment of the IMC. The international patterns of variation mirror the divergent conclusions of studies conducted in the different regions, indicating that physicians may rely preferentially on evidence from local studies when making difficult treatment decisions. These variations in self-reported practice patterns indicate the need for greater data in this area, particularly from international cooperative trials. The cultural predispositions documented in this study are important to recognize, because they may continue to affect physician attitudes and practices, even as greater evidence accumulates.

Enhanced early warning system impact on nursing practice: A phenomenological study.

PubMed

Burns, Kathleen A; Reber, Tracey; Theodore, Karen; Welch, Brenda; Roy, Debra; Siedlecki, Sandra L

2018-05-01

To determine how an enhanced early warning system has an impact on nursing practice. Early warning systems score physiologic measures and alert nurses to subtle changes in patient condition. Critics of early warning systems have expressed concern that nurses would rely on a score rather than assessment skills and critical thinking to determine the need for intervention. Enhancing early warning systems with innovative technology is still in its infancy, so the impact of an enhanced early warning system on nursing behaviours or practice has not yet been studied. Phenomenological design. Scripted, semistructured interviews were conducted in September 2015 with 25 medical/surgical nurses who used the enhanced early warning system. Data were analysed using thematic analysis techniques (coding and bracketing). Emerging themes were examined for relationships and a model describing the enhanced early warning system experience was developed. Nurses identified awareness leading to investigation and ease of prioritization as the enhanced early warning system's most important impact on their nursing practice. There was also an impact on organizational culture, with nurses reporting improved communication, increased collaboration, increased accountability and proactive responses to early changes in patient condition. Rather than hinder critical thinking, as many early warning systems' critics claim, nurses in this study found that the enhanced early warning system increased their awareness of changes in a patient's condition, resulting in earlier response and reassessment times. It also had an impact on the organization by improving communication and collaboration and supporting a culture of proactive rather than reactive response to early signs of deterioration. © 2017 John Wiley & Sons Ltd.

Confronting uncomfortable truths: receptivity and resistance to Aboriginal content in midwifery education.

PubMed

Thackrah, Rosalie D; Thompson, Sandra C

2013-12-01

The emotional responses of students undertaking a new, compulsory unit on Indigenous cultures and health were investigated as part of a broader study looking at culturally secure practice in midwifery education and service provision for Aboriginal women. Classroom observations were conducted on a first year midwifery cohort from July to October 2012 and students completed 'before and after' questionnaires. A spectrum of emotional responses was identified and found to be consistent with studies of medical student exposure to Aboriginal content. While stereotypes were challenged and perceptions altered as a result of the content, issues surrounding racism remained unresolved, with some students expressing dismay at the attitudes of their peers. This study confirmed the need for content on Aboriginal health and cultures to extend beyond one unit in a course. Learning and knowledge must be carefully integrated and developed to maximise understanding and ensure that unresolved issues are addressed.

Identification of nursing assessment models/tools validated in clinical practice for use with diverse ethno-cultural groups: an integrative review of the literature

PubMed Central

2011-01-01

Background High income nations are currently exhibiting increasing ethno-cultural diversity which may present challenges for nursing practice. We performed an integrative review of literature published in North America and Europe between 1990 and 2007, to map the state of knowledge and to identify nursing assessment tools/models which are have an associated research or empirical perspective in relation to ethno-cultural dimensions of nursing care. Methods Data was retrieved from a wide variety of sources, including key electronic bibliographic databases covering research in biomedical fields, nursing and allied health, and culture, e.g. CINAHL, MEDline, PUBmed, Cochrane library, PsycINFO, Web of Science, and HAPI. We used the Critical Appraisal Skills Programme tools for quality assessment. We applied Torraco's definition and method of an integrative review that aims to create new knowledge and perspectives on a given phenomena. To add methodological rigor with respect to the search strategy and other key review components we also used the principles established by the Centre for Reviews and Dissemination. Results Thirteen thousand and thirteen articles were retrieved, from which 53 full papers were assessed for inclusion. Eight papers met the inclusion criteria, describing research on a total of eight ethno-cultural assessment tools/models. The tools/models are described and synthesized. Conclusions While many ethno-cultural assessment tools exist to guide nursing practice, few are informed by research perspectives. An increased focus on the efficiency and effectiveness of health services, patient safety, and risk management, means that provision of culturally responsive and competent health services will inevitably become paramount. PMID:21812960

Culture care of Iranian immigrants in New South Wales, Australia: sharing transcultural nursing knowledge.

PubMed

Omeri, A

1997-01-01

Discovery and analysis of care meanings, expressions, and practices of Iranian Immigrants in New South Wales, Australia was the focus of this ethnonursing qualitative research. The purpose of the study was to systematically discover, describe and analyse the values, beliefs, and practices of Iranian immigrants in New South Wales, Australia. The aim of the investigation was to discover transcultural nursing knowledge to guide nurses and health professionals to provide culturally congruent nursing and health care to Iranians. Leininger's theory of Culture Care Diversity and Universality (Leininger, 1991) was used as the conceptual framework for the study. It was predicted that care meanings and expressions of Iranian immigrants would be influenced by their worldview, social structure features, language, and cultural values rooted in their long ethnohistorical past and reflected in their lifeways in Australia. Using the ethnonursing qualitative research method, key and general informants were purposefully selected among Iranian immigrants residing in New South Wales. Three care themes supported by a number of universal and some diverse patterns were identified for Iranian immigrants. The three themes were: (1) Care meant family and kinship ties (hambastegie) as expressed in daily lifeways and interactions with family, friends, and community; (2) Care as expressed in carrying out traditional urban gender roles (role-zan-o-mard) (Azadie zan) as well as in fulfilling emerging new role responsibilities related to equality for female Iranian immigrants; and (3) Care as preservation of Iranian identity (inhamoni, hamonandi) as expressed in traditional cultural events and health care practices. Leininger's (1991) three modes of actions and decisions were used to develop appropriate and culturally meaningful nursing care actions and decisions which were in harmony with the cultural beliefs of Iranian immigrants.

Prevention of central venous catheter infections: a survey of paediatric ICU nurses' knowledge and practice.

PubMed

Ullman, Amanda J; Long, Debbie A; Rickard, Claire M

2014-02-01

Central venous catheters are important in the management of paediatric intensive care unit patients, but can have serious complications which worsen the patients' health, prolong hospital stays and increase the cost of care. Evidence-based recommendations for preventing catheter-related bloodstream infections are available, but it is unknown how widely these are known or practiced in the paediatric intensive care environment. To assess nursing knowledge of evidence based guidelines to prevent catheter-related bloodstream infections; the extent to which Australia and New Zealand paediatric intensive cares have adopted prevention practices; and to identify the factors that encouraged their adoption and improve nursing knowledge. Cross-sectional surveys using convenience sampling. Tertiary level paediatric intensive care units in Australia and New Zealand. Paediatric intensive care nursing staff and nurse managers. Between 2010 and 2011, the 'Paediatric Intensive Care Nurses' Knowledge of Evidence-Based Catheter-Related Bloodstream Infection Prevention Questionnaire' was distributed to paediatric intensive care nursing staff and the 'Catheter-Related Bloodstream Infection Prevention Practices Survey' was distributed to nurse managers to measure knowledge, practices and culture. The questionnaires were completed by 253 paediatric intensive care nurses (response rate: 34%). The mean total knowledge score was 5.5 (SD=1.4) out of a possible ten, with significant variation of total scores between paediatric intensive care sites (p=0.01). Other demographic characteristics were not significantly associated with variation in total knowledge scores. All nursing managers from Australian and New Zealand paediatric intensive care units participated in the survey (n=8; response rate: 100%). Wide practice variation was reported, with inconsistent adherence to recommendations. Safety culture was not significantly associated with mean knowledge scores per site. This study has identified that there is variation in the infection prevention approach and nurses' knowledge about catheter-related bloodstream infection prevention. The presence of an improved safety culture, years of paediatric intensive care experience and higher qualifications did not influence the nurses' uptake of recommendations, therefore further factors need to be explored in order to improve understanding and implementation of best practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Defining the culture of your practice.

PubMed

Weinstock, Donna

2014-01-01

Your practice should want patients to understand and appreciate its uniqueness and beliefs. Simply stated, the culture of your practice is the excellent care you provide and how your practice is able to achieve that excellence. Defining and sharing your culture will encourage patients to choose your practice for their healthcare. Monitoring and continually updating your definition of "culture" will help your practice thrive and maintain high standards.

Dental students' beliefs about culture in patient care: self-reported knowledge and importance.

PubMed

Wagner, Julie A; Redford-Badwal, Deborah

2008-05-01

In order to decrease the well-documented disparities in oral health and oral health care, the next generation of dentists must be prepared to serve a diverse patient population. This article describes dental students' self-reported knowledge of culture and importance of using culturally sensitive dental practices. Three consecutive graduating classes (n=111) were surveyed anonymously in their sophomore years. Students indicated their self-rated knowledge of oral health and oral health care for their own culture and the cultures of patients they are likely to see in dental practice. Students also rated their perceived importance of culturally sensitive dental practice. Overall, students reported low knowledge of the cultures of the patients they will see in practice. Few students could identify any cultural group that they knew well. However, students as a group indicated that using culturally sensitive practices in dentistry is important. Students who could identify at least one cultural group they knew well perceived cultural sensitivity in dental practice as more important than students who could not. These results suggest that students need cross-cultural training and believe that such training is important. The results also suggest that a specific curriculum that increases knowledge of other cultures may have the potential to ultimately increase the use of culturally sensitive practices.

Korean culture and autism spectrum disorders.

PubMed

Kang-Yi, Christina D; Grinker, Roy R; Mandell, David S

2013-03-01

This paper reviews the literature on early child development among Koreans, with a focus on autism spectrum disorders (ASD). The literature review of 951 abstracts in English, 101 abstracts in Korean and 27 full articles published from 1994 to 2011 was performed to understand the presentation of and response to ASD in Korean culture. Based on research to date on the identification, description, and treatment of ASD in Korean populations, we argue that at both conceptual and practical levels, early child development and interventions must be understood within cultural context. Culturally informed research on ASD is vital for increasing awareness of the importance of early intervention and the need for educational and psychological services in countries in which autism is stigmatized, misdiagnosed or undiagnosed.

Differential responsiveness of Holstein and Angus dermal fibroblasts to LPS challenge occurs without major differences in the methylome.

PubMed

Benjamin, Aimee L; Green, Benjamin B; Crooker, Brian A; McKay, Stephanie D; Kerr, David E

2016-03-24

We have previously found substantial animal-to-animal and age-dependent variation in the response of Holstein fibroblast cultures challenged with LPS. To expand on this finding, fibroblast cultures were established from dairy (Holstein) and beef (Angus) cattle and challenged with LPS to examine breed-dependent differences in the innate immune response. Global gene expression was measured by RNA-Seq, while an epigenetic basis for expression differences was examined by methylated CpG island recovery assay sequencing (MIRA-Seq) analysis. The Holstein breed displayed a more robust response to LPS than the Angus breed based on RNA-Seq analysis of cultures challenged with LPS for 0, 2, and 8 h. Several immune-associated genes were expressed at greater levels (FDR < 0.05) in Holstein cultures including TLR4 at all time points and a number of pro-inflammatory genes such as IL8, CCL20, CCL5, and TNF following LPS exposure. Despite extensive breed differences in the transcriptome, MIRA-Seq unveiled relatively similar patterns of genome-wide DNA methylation between breeds, with an overall hypomethylation of gene promoters. However, by examining the genome in 3Kb windows, 49 regions of differential methylation were discovered between Holstein and Angus fibroblasts, and two of these regions fell within the promoter region (-2500 to +500 bp of the transcription start site) of the genes NTRK2 and ADAMTS5. Fibroblasts isolated from Holstein cattle display a more robust response to LPS in comparison to cultures from Angus cattle. Different selection strategies and management practices exist between these two breeds that likely give rise to genetic and epigenetic factors contributing to the different immune response phenotypes.

Changing Professional Practice Requires Changing Beliefs

ERIC Educational Resources Information Center

Guerra, Patricia L.; Nelson, Sarah W.

2009-01-01

Creating schools that are culturally responsive and successful with all students requires doing basic work with educators to uncover their beliefs about children. If school leaders believe, like many people do, that changed behavior will result in changed beliefs, they are mistaken. Leaders must be proactive in identifying what teachers believe…

Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms

ERIC Educational Resources Information Center

Sleeter, Christine E., Ed.; Cornbleth, Catherine, Ed.

2011-01-01

In "Teaching with Vision," two respected scholars in teaching for social justice have gathered teachers from across the country to describe rich examples of extraordinary practice. This collection showcases the professional experience and wisdom of classroom teachers who have been navigating standards- and test-driven teaching environments in…

Researcher-Portraitists: An Exploration of Aesthetics and Research Quality

ERIC Educational Resources Information Center

Muccio, Leah Schoenberg; Reybold, L. Earle; Kidd, Julie

2015-01-01

In this article, we critique the use of portraiture as a qualitative research method, emphasizing the relationship between the fundamental aspects of portraiture and the recurring themes of research quality associated with alternative qualitative inquiry. To accomplish this goal, we conducted a study of culturally responsive practices of three…

Culturally Responsive Leadership: Best Practice in Integrating Immigrant Students

ERIC Educational Resources Information Center

Magno, Cathyrn; Schiff, Margo

2010-01-01

Immigration to the US has fluctuated with economic conditions and with American immigration policies. Historically, most immigrants settled in urban areas, while suburban towns and their schools remained almost completely homogeneous and overwhelmingly White. Today, roughly one in five children in the US comes from an immigrant home, altering the…

The Schoolhouse Network: How School Buildings Affect Teacher Collaboration

ERIC Educational Resources Information Center

Spillane, James P.; Shirrell, Matthew

2018-01-01

In recent years, teacher collaboration has emerged as an important strategy to drive improvement, informed by research showing how on-the-job interactions can boost teacher development and effectiveness. Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for…

Bringing Culture in: Community Responses to Apology, Reconciliation, and Reparations

ERIC Educational Resources Information Center

Miller, Bruce Granville

2006-01-01

In this paper, the author describes historic Coast Salish ritual practices and the concepts regarding wrongdoing and redemption that underlie them. He draws out the implications, particularly the associated dangers, derived from these existing rituals for ritual work conducted by outsiders engaging Coast Salish peoples. Finally, he considers the…

Changes in Administrative Control and Teacher Satisfaction in England and the USSR.

ERIC Educational Resources Information Center

Poppleton, Pam; And Others

1994-01-01

Among 686 English secondary teachers and 1,208 Soviet secondary teachers surveyed, job satisfaction for both groups was linked primarily to working conditions, followed closely by classroom practices and teacher roles and responsibilities. Results are interpreted in light of ongoing administrative centralization and the culture of professionalism…

Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series

ERIC Educational Resources Information Center

Gay, Geneva

2018-01-01

Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for today's diverse student population, including: new research on culturally…

Overcoming Common Misunderstandings about Students with Disabilities Who Are English Language Learners

ERIC Educational Resources Information Center

Cheatham, Gregory A.; Hart Barnett, Juliet E.

2017-01-01

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism,…

Picture This

ERIC Educational Resources Information Center

Dillon, Robert

2012-01-01

Images can be powerful tools for change, but without compelling images of the future of education, everyone will be forced to use the images of the past. The problem is that schools can't be built on old images: they must reflect current best practices that infuse technology, relationships, background knowledge, culturally responsive texts, and…

Making Discipline Relevant: Toward a Theory of Culturally Responsive Positive Schoolwide Discipline

ERIC Educational Resources Information Center

Lustick, Hilary

2017-01-01

Implicit in the discourse on school discipline reform is the belief that utilizing "positive school discipline practices," as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize…

Educational Leadership in Singapore: Tight Coupling, Sustainability, Scalability, and Succession

ERIC Educational Resources Information Center

Dimmock, Clive; Tan, Cheng Yong

2013-01-01

Purpose: While Singapore's outstanding educational achievements are well known worldwide, there is a disproportionate paucity of literature on school leadership practices that contribute to and support pedagogical initiatives that--along with socio-cultural factors--are normally considered responsible for its educational success. The aim of this…

Institutional Change Strategies in Response to Multiculturalism.

ERIC Educational Resources Information Center

Department of the Secretary of State, Ottawa (Ontario). Multiculturalism Directorate.

This report provides a theoretical and practical framework to guide Canadian policymakers in instituting a long-lasting and enduring change in the federal government that will ensure social, economic, and political equity for all Canadians of all cultural and racial origins. The literature on organizational change was reviewed and summarized under…

Implementing Trauma-Focused CBT with Fidelity and Flexibility: A Family Case Study

ERIC Educational Resources Information Center

Kerig, Patricia K.; Sink, Holli E.; Cuellar, Raven E.; Vanderzee, Karin L.; Elfstrom, Jennifer L.

2010-01-01

Effective approaches for the treatment of childhood posttraumatic stress disorder and traumatic grief are needed given the prevalence of trauma and its impact on children's lives. To effectively treat posttraumatic stress disorder in children, evidence-based practices should be implemented with flexibility and responsiveness to culture,…

Examining Diversity Research Literature in School Psychology from 2004 to 2010

ERIC Educational Resources Information Center

Grunewald, Stephanie; Shriberg, David; Wheeler, Anitra S.; Miranda, Antoinette Halsell; O'Bryon, Elisabeth C.; Rogers, Margaret R.

2014-01-01

One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have…

Use of a Laboratory Field Project in an Introductory Crop Science Course.

ERIC Educational Resources Information Center

Lane, Robert A.

1986-01-01

Assesses the benefits resulting from a laboratory field project and report for agricultural students in an introductory crop science course. Student responses to evaluation statements indicated that the project helped them identify crops, understand cultural and management practices, and recognize environmental influences that affect crop…

The impact of international placements on nurses' personal and professional lives: literature review.

PubMed

Button, Lori; Green, Barbara; Tengnah, Cassam; Johansson, Inez; Baker, Christine

2005-05-01

This paper presents a critical review of research literature on the impact of international placements on the lives and practice of nurses. Health care institutions are progressively more aware of the need to respond to diverse patient populations and cultivate leaders to enrich the nursing profession, both locally and globally. One response has been to establish international exchange programmes for nursing students to give them experience of different cultures and health care systems. A search of the literature from 1980 to 2003 using electronic databases was undertaken using the databases CINAHL, ERIC, British Nursing Index, Web of Science, the BIDS Social Science Citation Index and Medline. The keywords used were 'international exchange experience', 'international studies', 'international education', 'international placement(s)', 'exchange programme(s)', combined with 'nurses/nursing', combined with 'evaluation', 'practice', 'education' and/or 'policy'. The papers retrieved used both qualitative and quantitative approaches and were scrutinized for recurring themes. Nurses reported significant changes in their personal development, perspectives on nursing practice and critical appraisal of health care systems. They also indicated an increased appreciation and sensitivity towards cultural issues and cross-cultural care. Moreover, differences in placement programmes, such as duration, preparation and debriefing were found to have affected the reported overall international placement experience. However, the primary effects of international placements were identified as personal development and transcultural adaptation. Students should be exposed to a variety of nursing experiences within the host country. This would give them a broad spectrum for comparisons between cultures, nursing practice and health care delivery in those cultures. Therefore, educational institutions are strongly encouraged to provide opportunities for students to participate in nursing care and education in another country.

Idaho National Laboratory Cultural Resource Management Plan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Julie Braun Williams

As a federal agency, the U.S. Department of Energy has been directed by Congress, the U.S. president, and the American public to provide leadership in the preservation of prehistoric, historic, and other cultural resources on the lands it administers. This mandate to preserve cultural resources in a spirit of stewardship for the future is outlined in various federal preservation laws, regulations, and guidelines such as the National Historic Preservation Act, the Archaeological Resources Protection Act, and the National Environmental Policy Act. The purpose of this Cultural Resource Management Plan is to describe how the Department of Energy, Idaho Operations Officemore » will meet these responsibilities at Idaho National Laboratory in southeastern Idaho. The Idaho National Laboratory is home to a wide variety of important cultural resources representing at least 13,500 years of human occupation in the southeastern Idaho area. These resources are nonrenewable, bear valuable physical and intangible legacies, and yield important information about the past, present, and perhaps the future. There are special challenges associated with balancing the preservation of these sites with the management and ongoing operation of an active scientific laboratory. The Department of Energy, Idaho Operations Office is committed to a cultural resource management program that accepts these challenges in a manner reflecting both the spirit and intent of the legislative mandates. This document is designed for multiple uses and is intended to be flexible and responsive to future changes in law or mission. Document flexibility and responsiveness will be assured through regular reviews and as-needed updates. Document content includes summaries of Laboratory cultural resource philosophy and overall Department of Energy policy; brief contextual overviews of Laboratory missions, environment, and cultural history; and an overview of cultural resource management practices. A series of appendices provides important details that support the main text.« less

Organizational culture predicts job satisfaction and perceived clinical effectiveness in pediatric primary care practices.

PubMed

Brazil, Kevin; Wakefield, Dorothy B; Cloutier, Michelle M; Tennen, Howard; Hall, Charles B

2010-01-01

In recent years, there has been a growing understanding that organizational culture is related to an organization's performance. However, few studies have examined organizational culture in medical group practices. The purpose of this study was to examine the relationship of organizational culture on provider job satisfaction and perceived clinical effectiveness in primary care pediatric practices. This cross-sectional study included 36 primary care pediatric practices located in Connecticut. There were 374 participants in this study, which included 127 clinicians and 247 nonclinicians. Office managers completed a questionnaire that recorded staff and practice characteristics; all participants completed the Organizational Culture Scale, a questionnaire that assessed the practice on four cultural domains (i.e., group, developmental, rational, and hierarchical), and the Primary Care Organizational Questionnaire that evaluated perceived effectiveness and job satisfaction. Hierarchical linear models using a restricted maximum likelihood estimation method were used to evaluate whether the practice culture types predicted job satisfaction and perceived effectiveness. Group culture was positively associated with both satisfaction and perceived effectiveness. In contrast, hierarchical and rational culture were negatively associated with both job satisfaction and perceived effectiveness. These relationships were true for clinicians, nonclinicians, and the practice as a whole. Our study demonstrates that practice culture is associated with job satisfaction and perceived clinical effectiveness and that a group culture was associated with high job satisfaction and perceived effectiveness.

Cultural experiences of immigrant nurses at two hospitals in Chile.

PubMed

Rodríguez, Gabriel; Angélica-Muñoz, Luz; Hoga, Luiza Akiko Komura

2014-01-01

to explore the cultural experiences of nurses who immigrated to Chile. The study's theoretical framework was the Purnell Model for Cultural Competence. Leininger's Observation-Participation-Reflection method was developed at two hospitals in the city of Santiago, and ethnographic interviews were held with 15 immigrant nurses. among Purnell's 12 domains, the following were identified: Overview/heritage, Communication, Workforce issues, Family roles and organization, Biocultural ecology and Health-care practices. The difficulties were related to the language and its semantic meaning, the new responsibilities and the difficult relationship with colleagues. "In search of better horizons - the decision to immigrate", "Gaining confidence and establishing a support network - employability and professional performance" and "Seeking for people's acceptance - professional adaptation in a new cultural scenario" are cultural themes that represent their experiences. the competence to offer cultural care demands the development of public policies and continuing education programs at health institutions, specifically focused on immigrant nurses.

Eating soup with nails of pig: thematic synthesis of the qualitative literature on cultural practices and beliefs influencing perinatal nutrition in low and middle income countries.

PubMed

Raman, Shanti; Nicholls, Rachel; Ritchie, Jan; Razee, Husna; Shafiee, Samaneh

2016-07-28

The perinatal period, i.e. pregnancy, childbirth and early infancy, is a significant transition period where the biological and the social strongly intersect. In low and middle-income countries the disease burden arising from the perinatal period, is still substantial. The perinatal period is also a crucial window of opportunity for reducing undernutrition and its long term adverse effects. We explored qualitative research conducted in low resource settings around the perinatal continuum over the past two decades, with a particular focus on the 'cultural' realm, to identify common themes influencing maternal and infant nutrition. We systematically searched electronic databases from 1990 to 2014, including MEDLINE, EMBASE, PsycINFO, Scopus and Cumulative Index to Nursing and Allied Health Literature, using relevant search terms including traditional beliefs, practices, pregnancy, childbirth, developing countries etc. Adapted Consolidated Criteria for Reporting Qualitative Health Research and Critical Appraisal Skills Programme criteria were used to determine quality of studies. We synthesised the literature thematically, enabled by NVivo 10 software. Most studies showed cultural support for breastfeeding, although most traditional societies delayed breastfeeding due to colostrum being considered 'dirty'. A range of restrictive practices through pregnancy and the post- partum period were revealed in Asia, Latin America and Africa. There was a strong cultural understanding of the healing power of everyday foods. A wide range of good foods and bad foods continued to have currency through the perinatal continuum, with little consensus between groups of what was beneficial versus harmful. Cross-cutting themes that emerged were 1) the role of the woman/mother/wife as strong and good; 2) poverty restricting women's nutrition choices; 3) change being constant, but the direction of change unpredictable. A rich and diverse repertoire of cultural practices and beliefs influenced perinatal nutrition. Results from this synthesis should influence public health policymakers and practitioners, to tailor contextually specific, culturally responsive perinatal nutrition interventions to optimise health and wellbeing of mother-infant dyads. Ideally these interventions should build on culturally sanctioned life affirming behaviours such as breastfeeding, promoting post-partum rest and recovery, while modifying the potentially harmful aspects of other cultural practices in the perinatal period.

Pharmacy Service Orientation: a measure of organizational culture in pharmacy practice sites.

PubMed

Clark, Bartholomew E; Mount, Jeanine K

2006-03-01

The importance of organizational culture in shaping everyday organizational life is well accepted, but little work has focused on organizational culture in pharmacy. Examining new pharmacists' experiences at various practice sites may help us to understand how these shape their professional ethos and practice habits. (1) Present development and assessment of the Pharmacy Service Orientation (PSO) measure, a tool for assessing pharmacists' impressions of pharmacy practice sites. (2) Use data gathered from a sample of new pharmacists to explore potential predictors of PSO, including type of practice site, type of pharmacy work experience, and type of pharmacy degree. Mail survey of randomly selected class of 1999 pharmacy graduates within 3 months of graduation (response rate: 259 of 1,850; 14%), each of whom reported on up to 6 different pharmacy practice sites for a total of 1,192 pharmacy observations. Pharmacy Service Orientation is scored on a 1-10 semantic differential scale and reliability was assessed using Cronbach's alpha. Predictors of PSO were explored using t test and ordinary least squares regression procedures. Reliability of the PSO across all observations was 0.86. When divided according to recency of experience and type of experience, reliabilities ranged from 0.78 to 0.87. Analysis of potential predictors of PSO showed that non-corporate-community sites had significantly greater pharmaceutical care-oriented cultures (mean PSOs of 7.42 and 5.13, respectively; P<.001). The same pattern was seen for academic and nonacademic worksites (mean PSOs of 7.46 and 6.01, respectively; P<.001). The pharmacist's pharmacy degree type was not predictive of PSO. Multivariate regression results showed that type of practice site and type of pharmacy work experience explained more than 25% of the observed variance in PSO. Pharmacy Service Orientation is a reliable measure. Statistically significant differences in PSO comparisons by degree and by experience type are explained by significant differences between the PSOs of corporate-community and non-corporate-community sites.

Articulating the Curriculum through Cultural Themes: A Literacy and Genre Approach to Teaching Protest, Rebellion, and the Reevaluation of the Past

ERIC Educational Resources Information Center

Rogers, N. Jeff; LeCompte, Laurie; Plumly, Vanessa

2012-01-01

Conceived of as a response to the 2007 MLA Report on the state of foreign language teaching and learning in the United States, this article takes up some of the report's recommendations and puts them into practice. The first part of the article offers a response to current debates concerning foreign language programs and lays the conceptual…

“Queremos Aprender”: Latino Immigrants’ Call to Integrate Cultural Adaptation with Best Practice Knowledge in a Parenting Intervention

PubMed Central

Parra Cardona, José; Holtrop, Kendal; Córdova, David; Escobar-Chew, Ana Rocio; Horsford, Sheena; Tams, Lisa; Villarruel, Francisco A.; Villalobos, Graciela; Dates, Brian; Anthony, James C.; Fitzgerald, Hiram E.

2015-01-01

Despite the unique and challenging circumstances confronting Latino immigrant families, debate still exists as to the need to culturally adapt evidence-based interventions for dissemination with this population. Following the grounded theory approach, the current qualitative investigation utilized focus group interviews with 83 Latino immigrant parents to explore the relevance of culturally adapting an evidence-based parenting intervention to be disseminated within this population. Findings from this study indicate that Latino immigrant parents want to participate in a culturally adapted parenting intervention as long as it is culturally relevant, respectful, and responsive to their life experiences. Research results also suggest that the parenting skills participants seek to enhance are among those commonly targeted by evidence-based parenting interventions. This study contributes to the cultural adaptation/fidelity balance debate by highlighting the necessity of exploring ways to develop culturally adapted interventions characterized by high cultural relevance, as well as high fidelity to the core components that have established efficacy for evidence-based parenting interventions. PMID:19579906

How does the culture of medical group practices influence the types of programs used to assure quality of care?

PubMed

Kaissi, Amer; Kralewski, John; Curoe, Ann; Dowd, Bryan; Silversmith, Janet

2004-01-01

It is widely acknowledged that the culture of medical group practices greatly influences the quality of care, but little is known about how cultures are translated into specific types of programs focused on quality. This study explores this issue by assessing the influence of the organizational culture on these types of programs in medical group practices in the upper Midwest. Data were obtained from two surveys of medical group practices. The first survey was designed to assess the culture of the practice using a nine-dimension instrument developed previously. The second survey was designed to obtain organizational structure data including the programs identified by the literature as important to the quality of care in medical practices. Completed surveys were obtained from eighty-eight medical groups. The relationship of the group practice culture to structural programs focused on quality of care was analyzed using logistic regression equations. Several interesting patterns emerged. As expected, practices with a strong information culture favor electronic data systems and formal programs that provide comparative or evidence-based data to enhance their clinical practices. However, those with a quality-centered culture appear to prefer patient satisfaction surveys to assess the quality of their care, while practices that are more business-oriented rely on bureaucratic strategies such as benchmarking and physician profiling. Cultures that emphasize the autonomy of physician practice were negatively (but not at a statistically significant level) associated with all the programs studied. Practices with a highly collegial culture appear to rely on informal peer review mechanisms to assure quality rather than any of the structural programs included in this analysis. This study suggests that the types of quality programs that group practices develop differ according to their cultures. Consequently, it is important for practice administrators and medical directors to develop quality assurance programs that fit their cultures if they are to gain buy-in by their clinicians. Future research should assess the effect of culture-structure fit on quality and safety outcomes.

Code of Conduct on Biosecurity for Biological Resource Centres: procedural implementation.

PubMed

Rohde, Christine; Smith, David; Martin, Dunja; Fritze, Dagmar; Stalpers, Joost

2013-07-01

A globally applicable code of conduct specifically dedicated to biosecurity has been developed together with guidance for its procedural implementation. This is to address the regulations governing potential dual-use of biological materials, associated information and technologies, and reduce the potential for their malicious use. Scientists researching and exchanging micro-organisms have a responsibility to prevent misuse of the inherently dangerous ones, that is, those possessing characters such as pathogenicity or toxin production. The code of conduct presented here is based on best practice principles for scientists and their institutions working with biological resources with a specific focus on micro-organisms. It aims to raise awareness of regulatory needs and to protect researchers, their facilities and stakeholders. It reflects global activities in this area in response to legislation such as that in the USA, the PATRIOT Act of 2001, Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001; the Anti-Terrorism Crime and Security Act 2001 and subsequent amendments in the UK; the EU Dual-Use Regulation; and the recommendations of the Organization for Economic Co-operation and Development (OECD), under their Biological Resource Centre (BRC) Initiative at the beginning of the millennium (OECD, 2001). Two project consortia with international partners came together with experts in the field to draw up a Code of Conduct on Biosecurity for BRCs to ensure that culture collections and microbiologists in general worked in a way that met the requirements of such legislation. A BRC is the modern day culture collection that adds value to its holdings and implements common best practice in the collection and supply of strains for research and development. This code of conduct specifically addresses the work of public service culture collections and describes the issues of importance and the controls or practices that should be in place. However, these best practices are equally applicable to all other microbiology laboratories holding, using and sharing microbial resources. The code was introduced to the Seventh Review Conference to the Biological and Toxin Weapons Convention (BTWC), United Nations, Geneva, 2011; the delegates to the States' parties recommended that this code of conduct be broadly applied in the life sciences and disseminated amongst microbiologists, hence the publishing of it here along with practical implementation guidance. This paper considers the regulatory and working environment for microbiology, defines responsibilities and provides practical advice on the implementation of best practice in handling the organism itself, associated data and technical know-how.

Developing a social practice‐based typology of British drinking culture in 2009–2011: implications for alcohol policy analysis

PubMed Central

Ally, Abdallah K.; Lovatt, Melanie; Meier, Petra S.; Brennan, Alan

2016-01-01

Abstract Background and aims The concept of national drinking culture is well established in research and policy debate, but rarely features in contemporary alcohol policy analysis. We aim to demonstrate the value of the alternative concept of social practices for quantitatively operationalizing drinking culture. We discuss how a practice perspective addresses limitations in existing analytical approaches to health‐related behaviour before demonstrating its empirical application by constructing a statistical typology of British drinking occasions. Design Cross‐sectional latent class analysis of drinking occasions derived from retrospective 1‐week drinking diaries obtained from quota samples of a market research panel. Occasions are periods of drinking with no more than 2 hours between drinks. Setting Great Britain, 2009–11. Cases A total of 187 878 occasions nested within 60 215 nationally representative adults (aged 18 + years). Measurements Beverage type and quantity per occasion; location, company and gender composition of company; motivation and reason for occasion; day, start‐time and duration of occasion; and age, sex and social grade. Findings Eight occasion types are derived based primarily on parsimony considerations rather than model fit statistics. These are mixed location heavy drinking (10.4% of occasions), heavy drinking at home with a partner (9.4%), going out with friends (11.1%), get‐together at someone's house (14.4%), going out for a meal (8.6%), drinking at home alone (13.6%), light drinking at home with family (12.8%) and light drinking at home with a partner (19.6%). Conclusions An empirical model of drinking culture, comprising a typology of drinking practices, reveals the dominance of moderate drinking practices in Great Britain. The model demonstrates the potential for a practice perspective to be used in evaluation of how and why drinking cultures change in response to public health interventions. PMID:27095617

Visibility and Voice: Aboriginal People Experience Culturally Safe and Unsafe Health Care.

PubMed

Hole, Rachelle D; Evans, Mike; Berg, Lawrence D; Bottorff, Joan L; Dingwall, Carlene; Alexis, Carmella; Nyberg, Jessie; Smith, Michelle L

2015-12-01

In Canada, cultural safety (CS) is emerging as a theoretical and practice lens to orient health care services to meet the needs of Aboriginal people. Evidence suggests Aboriginal peoples' encounters with health care are commonly negative, and there is concern that these experiences can contribute to further adverse health outcomes. In this article, we report findings based on participatory action research drawing on Indigenous methods. Our project goal was to interrogate practices within one hospital to see whether and how CS for Aboriginal patients could be improved. Interviews with Aboriginal patients who had accessed hospital services were conducted, and responses were collated into narrative summaries. Using interlocking analysis, findings revealed a number of processes operating to produce adverse health outcomes. One significant outcome is the production of structural violence that reproduces experiences of institutional trauma. Positive culturally safe experiences, although less frequently reported, were described as interpersonal interactions with feelings visibility and therefore, treatment as a "human being." © The Author(s) 2015.

Doing qualitative research on suicide in a developing country: practical and ethical challenges.

PubMed

Mugisha, James; Knizek, Birthe Loa; Kinyanda, Eugene; Hjelmeland, Heidi

2011-01-01

This article describes and discusses the challenges faced by researchers who conducted a qualitative interview study on attitudes toward suicide among the Baganda, Uganda. Many of the challenges addressed in this article have not been described earlier in suicide research conducted in the developing world. The aim of this study was to explore attitudes and cultural responses toward suicide among the Baganda, Uganda. Data were collected and analyzed using grounded theory. A total of 28 focus group discussions and 30 key informant interviews were conducted. The findings of this study are organized under two broad categories: community access challenges and expectation challenges. Community access challenges entailed cultural, legal, rapport, informed consent, language, and other research process related issues that could hinder effective access to the study respondents. Expectation challenges concerned how to deal with the immediate and strategic needs of the study communities. This study demonstrates that culturally sensitive approaches to data collection can reduce ethical challenges and, through innovative approaches, practical challenges faced during data collection can be minimized.

. . . that the social order prevails: death, ritual and the 'Roman' nurse.

PubMed

Goopy, Suzanne

2006-06-01

In this article, the importance of ritual as a collective response to death is discussed. A case example, taken from a larger ethnographic study, is used to explore the responses and reactions of a group of Italian nurses to death as it occurs within an intensive care unit in Rome, Italy. The material presented is used to analyse the significance that cultural, religious and social beliefs and quasi-beliefs can have in nursing practice. The issues highlighted in this examination of the place of ritual in death are located and discussed within their highly specific cultural context and suggest that, where emphasis remains on nurses as a collective rather than on the individual nurse, ritual acts to ensure that social and moral order prevails.

Medicare and Medicaid Reimbursement Rates for Nursing Homes Motivate Select Culture Change Practices But Not Comprehensive Culture Change

PubMed Central

LEPORE, MICHAEL J.; SHIELD, RENÉE R.; LOOZE, JESSICA; TYLER, DENISE; MOR, VINCENT; MILLER, SUSAN C.

2016-01-01

Components of nursing home (NH) culture change include resident-centeredness, empowerment, and home likeness, but practices reflective of these components may be found in both traditional and “culture change” NHs. We use mixed methods to examine the presence of culture change practices in the context of an NH’s payer sources. Qualitative data show how higher pay from Medicare versus Medicaid influences implementation of select culture change practices, and quantitative data show NHs with higher proportions of Medicare residents have significantly higher (measured) environmental culture change implementation. Findings indicate that heightened coordination of Medicare and Medicaid could influence NH implementation of reform practices. PMID:25941947

Medicare and Medicaid Reimbursement Rates for Nursing Homes Motivate Select Culture Change Practices But Not Comprehensive Culture Change.

PubMed

Lepore, Michael J; Shield, Renée R; Looze, Jessica; Tyler, Denise; Mor, Vincent; Miller, Susan C

2015-01-01

Components of nursing home (NH) culture change include resident-centeredness, empowerment, and home likeness, but practices reflective of these components may be found in both traditional and "culture change" NHs. We use mixed methods to examine the presence of culture change practices in the context of an NH's payer sources. Qualitative data show how higher pay from Medicare versus Medicaid influences implementation of select culture change practices, and quantitative data show NHs with higher proportions of Medicare residents have significantly higher (measured) environmental culture change implementation. Findings indicate that heightened coordination of Medicare and Medicaid could influence NH implementation of reform practices.

25 tips for working through language and cultural barriers in your medical practice.

PubMed

Hills, Laura Sachs

2009-01-01

The language and cultural barriers facing medical patients with limited English language proficiency pose tremendous challenges and risks. Moreover, medical practices today are more likely than ever to employ individuals whose first language is not English or who do not possess native-like knowledge of American culture. Knowing how to work through the language and cultural barriers you are likely to encounter in your medical practice has become increasingly more important. This article is written by a practice management consultant who has graduate-level linguistics training and second-language teaching credentials and experience. It offers 25 practical tips to help you communicate more effectively with individuals who are outside of your native culture and language. These include easy-to-implement tips about English language pronunciation, grammar, and word choice. This article also suggests what you can do personally to bridge the cultural divide with your patients and co-workers. Finally, this article includes a case study of one Virginia practice in which cultural differences interfered with the practice's smooth operation. It explains how the practice eventually worked through and overcame this cultural obstacle.

Cultural Differences in Sleeping Practices--Helping Early Childhood Educators Understand.

ERIC Educational Resources Information Center

Gonzalez-Mena, Janet; Bhavnagri, Navaz Peshotan

2001-01-01

Discusses cultural differences in sleeping practices, focusing on how child caregivers can provide developmentally appropriate and culturally sensitive care. Describes co-sleeping as an accepted practice in many cultures with several benefits. Discusses the role of cultural values, beliefs, priorities, and goals and the importance of…

Responsible and controlled use: Older cannabis users and harm reduction.

PubMed

Lau, Nicholas; Sales, Paloma; Averill, Sheigla; Murphy, Fiona; Sato, Sye-Ok; Murphy, Sheigla

2015-08-01

Cannabis use is becoming more accepted in mainstream society. In this paper, we use Zinberg's classic theoretical framework of drug, set, and setting to elucidate how older adult cannabis users managed health, social and legal risks in a context of normalized cannabis use. We present selected findings from our qualitative study of Baby Boomer (born 1946-1964) cannabis users in the San Francisco Bay Area. Data collection consisted of a recorded, in-depth life history interview followed by a questionnaire and health survey. Qualitative interviews were analyzed to discover the factors of cannabis harm reduction from the users' perspectives. Interviewees made harm reduction choices based on preferred cannabis derivatives and routes of administration, as well as why, when, where, and with whom to use. Most interviewees minimized cannabis-related harms so they could maintain social functioning in their everyday lives. Responsible and controlled use was described as moderation of quantity and frequency of cannabis used, using in appropriate settings, and respect for non-users. Users contributed to the normalization of cannabis use through normification. Participants followed rituals or cultural practices, characterized by sanctions that helped define "normal" or "acceptable" cannabis use. Users contributed to cannabis normalization through their harm reduction methods. These cultural practices may prove to be more effective than formal legal prohibitions in reducing cannabis-related harms. Findings also suggest that users with access to a regulated market (medical cannabis dispensaries) were better equipped to practice harm reduction. More research is needed on both cannabis culture and alternative routes of administration as harm reduction methods. Copyright © 2015 Elsevier B.V. All rights reserved.

Responsible and controlled use: Older cannabis users and harm reduction

PubMed Central

Lau, Nicholas; Sales, Paloma; Averill, Sheigla; Murphy, Fiona; Sato, Sye-Ok; Murphy, Sheigla

2015-01-01

Background Cannabis use is becoming more accepted in mainstream society. In this paper, we use Zinberg’s classic theoretical framework of drug, set, and setting to elucidate how older adult cannabis users managed health, social and legal risks in a context of normalized cannabis use. Methods We present selected findings from our qualitative study of Baby Boomer (born 1946–1964) cannabis users in the San Francisco Bay Area. Data collection consisted of a recorded, in-depth life history interview followed by a questionnaire and health survey. Qualitative interviews were analyzed to discover the factors of cannabis harm reduction from the users’ perspectives. Results Interviewees made harm reduction choices based on preferred cannabis derivatives and routes of administration, as well as why, when, where, and with whom to use. Most interviewees minimized cannabis-related harms so they could maintain social functioning in their everyday lives. Responsible and controlled use was described as moderation of quantity and frequency of cannabis used, using in appropriate settings, and respect for non-users. Users contributed to the normalization of cannabis use through normification. Conclusion Participants followed rituals or cultural practices, characterized by sanctions that helped define “normal” or “acceptable” cannabis use. Users contributed to cannabis normalization through their harm reduction methods. These cultural practices may prove to be more effective than formal legal prohibitions in reducing cannabis-related harms. Findings also suggest that users with access to a regulated market (medical cannabis dispensaries) were better equipped to practice harm reduction. More research is needed on both cannabis culture and alternative routes of administration as harm reduction methods. PMID:25911027

Commentary: Sleep in German infants--the "cult" of independence.

PubMed

Valentin, Stephan R

2005-01-01

Significant cultural variations exist in sleep practices for young children, including bedtime rituals and routines, soothing techniques, and cosleeping. This study examined parenting styles at bedtime and sleep behavior in a group of German infants. The results are compared with sleep practices of other western European countries. German parents of 50 boys and 50 girls 6 to 30 months old. Parents were asked to fill out a questionnaire about the sleep behavior of their child. Personal interviews with the parents were conducted to augment the survey results; in selected cases, bedtime routines were filmed. The infants in this sample largely slept in their own bed in a separate room. Bedtime rituals were common and in general characterized by parents maintaining behavioral distance from the infants during the bedtime routine. However, parenting style was likely to become more "proximal" (close) in response to bedtime refusal and nocturnal infant crying. A majority of parents (79%) used lullabies as part of the bedtime ritual, and the use of a sleep aid was very common (80%). As is the case with most cultures, German bedtime parenting practices tend to reflect parenting values and beliefs associated with their specific culture. The parenting style at bedtime in this group of infants in general seemed less rigid and less distancing than bedtime rituals typically described in other northern European countries and may represent more of a synthesis of parenting styles across various Western cultures.

Cultural relativism and cultural diversity: implications for nursing practice.

PubMed

Baker, C

1997-09-01

This article examines the doctrine of cultural relativism in nursing practice. To introduce the issue, an overview of the intellectual history of cultural relativism is presented. The academic themes of the debate surrounding cultural relativism are illustrated with an example of the social controversy in France involving cultural relativism as used to defend the practice of female genital excision among immigrant communities. The dilemma faced by nursing in making cross-cultural judgments is then examined in the light of the academic and social debates. The article concludes with a theoretical resolution of the issue of cultural relativism for nursing practice that is based on hermeneutic philosophy.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 52: A comparison of the technical communications practices of Japanese and US aerospace engineers and scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Holloway, Karen; Sato, Yuko; Barclay, Rebecca O.; Kennedy, John M.

1995-01-01

To understand the diffusion of aerospace knowledge, it is necessary to understand the communications practices and the information-seeking behaviors of those involved in the production, transfer, and use of aerospace knowledge at the individual, organizational, national, and international levels. In this paper, we report selected results from a survey of Japanese and U.S. aerospace engineers and scientists that focused on communications practices and information-seeking behaviors in the workplace. Data are presented for the following topics: importance of and time spent communicating information, collaborative writing, need for an undergraduate course in technical communications, use of libraries, the use and importance of electronic (computer) networks, and the use and importance of foreign and domestically produced technical reports. The responses of the survey respondents are placed within the context of the Japanese culture. We assume that differences in Japanese and U.S. cultures influence the communications practices and information-seeking behaviors of Japanese and U.S. aerospace engineers and scientists.

Remediation in Practicing Physicians: Current and Alternative Conceptualizations.

PubMed

Bourgeois-Law, Gisèle; Teunissen, Pim W; Regehr, Glenn

2018-04-24

Suboptimal performance in practicing physicians is a decades-old problem. The lack of a universally accepted definition of remediation, the paucity of research on best remediation practices, and the ongoing controversy regarding the institutional responsibility for enacting and overseeing this activity suggests that the remediation of physicians is not merely a difficult problem to solve, but a problem that the community does not grapple with meaningfully. Undoubtedly, logistical and political considerations contribute to this state of affairs; however, other underlying conceptual issues may also play a role in the medical profession's difficulties in engaging with the challenges around remediation.Through a review of the medical education and other literatures, the authors examined current conceptualizations of both remediation itself and the individual being remediated, as well as how the culture of medicine influences these conceptions. The authors explored how conceptualizations of remediation and the surrounding culture might affect not only the medical community's ability to support, but also its willingness to engage with physicians in need of remediation.Viewing remediation as a means of supporting practice change-rather than as a means of redressing gaps in knowledge and skill-might be a useful alternative conceptualization, providing a good place to start exploring new avenues of research. However, moving forward will require more than simply a reconceptualizion of remediation; it will also necessitate a change in how the community views its struggling members and a change in the medical culture that currently positions professional autonomy as the foundational premise for individual practice improvement.

Medical anthropology and Ebola in Congo: cultural models and humanistic care.

PubMed

Hewlett, B S; Epelboin, A; Hewlett, B L; Formenty, P

2005-09-01

Seldom have medical anthropologists been involved in efforts to control high mortality diseases such as Ebola hemorrhagic fever (EHF) This paper describes the results of two distinct but complementary interventions during the first phases of an outbreak in the Republic of Congo in 2003. The first approach emphasized understanding local peoples cultural models and political-economic explanations for the disease while the second approach focused on providing more humanitarian care of patients by identifying and incorporating local beliefs and practices into patient care and response efforts.

(Re-)reading medical trade catalogs: the uses of professional advertising in British medical practice, 1870-1914.

PubMed

Jones, Claire L

2012-01-01

This article explores how medical practitioners read, used, and experienced medical trade catalogs in late-nineteenth- and early-twentieth-century Britain. Reader responses to the catalog, a book-like publication promoting medical tools, appliances, and pharmaceuticals, have been chronically understudied, as have professional reading practices within medicine more generally. Yet, evidence suggests that clinicians frequently used the catalog and did so in three main ways: to order medical products, to acquire new information about these products, and to display their own product endorsements and product designs. The seemingly widespread nature of these practices demonstrates an individual and collective professional desire to improve medical practice and highlights the importance of studying professional reading practices in the cultural history of medicine.

Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series.

ERIC Educational Resources Information Center

Vavrus, Michael

This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural…

76 FR 71418 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: Youth Leadership...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-17

...) Community Engagement (volunteerism, philanthropy, and social/ corporate responsibility). The exchange format... thoroughly explore the primary themes and selected subtheme in a creative, memorable, and practical way. All... outcomes will be measured; and (4) provides a clear description of the data collection strategies for each...

Under the Whole Language Umbrella: Many Cultures, Many Voices.

ERIC Educational Resources Information Center

Flurkey, Alan D., Ed.; Meyer, Richard J., Ed.

Originally presented at the second annual Whole Language Umbrella Conference, the 18 essays in this book address the three related themes of identity, responsibility, and practice. The essays in the book discuss how whole language is defined, and how its practitioners come to define themselves; how whole language teachers act upon their identities…

Nitrogen balance in response to dryland crop rotations and cultural practices

USDA-ARS?s Scientific Manuscript database

Nitrogen balance provides a measure of agroecosystem performance and environmental sustainability by taking into accounts of N inputs and outputs and N retention in the soil. The objective of this study was to evaluate N balance based on N inputs and outputs and soil N sequestration after 7 yr in re...

The "Uncanny" Character of Race: An Exploration of UK Preparedness through Youth Performance

ERIC Educational Resources Information Center

Chakrabarty, Namita

2011-01-01

Performance is a key tool in emergency preparedness and the rehearsal of professional response, simultaneously raising questions about the practice of cultural assumptions in this context. Usually the actors in preparedness exercises are civil servants who perform the work of the nihilistic imagination in often-apocalyptic fictional scenarios,…

Chinese Leadership in Arts Education Workshops: A Sino-American Cross-Cultural Exchange

ERIC Educational Resources Information Center

Huang, Jiamin

2009-01-01

This report compares important aspects of American and Chinese dance education through the lens of the "Chinese Leadership in Arts Education" workshops organized by Brigham Young University in response to requests from Chinese arts educators to observe American arts education in practice as a benchmark for assessing the direction of…

The Practice of Evaluation in Public Sector Contexts: A Response

ERIC Educational Resources Information Center

Chouinard, Jill Anne

2013-01-01

In the original paper, it was argued that while there is an array of methods and methodologies available, their use is delimited by the culture of accountability that prevails in public sector institutions, a fact that is particularly problematic given the complexity and diversity of evaluation contexts today. This short rejoinder, to responses…

What if the Spirit Does Not Move Me? A Personal Reconnaissance and Reconciliation

ERIC Educational Resources Information Center

Hoyt, Carlos A.

2008-01-01

The burgeoning recognition of the influence of religion and spirituality in personal, cultural, and political affairs has spurred discussions regarding the need for social work practice to be sensitive and responsive to the presence of spirituality in the lives of clients. However, though attending properly to clients' coping styles involving…

The Nature of Institutional Heteronormativity in Primary Schools and Practice-Based Responses

ERIC Educational Resources Information Center

DePalma, Renee; Atkinson, Elizabeth

2010-01-01

Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them. We analyse ways in which institutional heteronormativity operates in primary schools and report results from our research in UK schools that…

Leadership Best Practices for Female Executives in the Information Technology Industry

ERIC Educational Resources Information Center

Jenkins, Danielle

2017-01-01

Commitment to gender diversity in the workplace is based on the social responsibility of business leaders. Many industries have achieved gender diversity, while others industries still struggle. Specifically, the IT industry has struggled to create a culture of inclusion for women. This study explored the experiences and perceptions of female…

Harnessing Wind and Sun: Using Energy Wisely

ERIC Educational Resources Information Center

Primary Science Review, 2007

2007-01-01

Cassop Primary School and Eastchurch Church of England Primary School were winners of the 2006 Ashden Awards for Sustainable Energy. This article describes how these schools have proved that the promotion of sustainable energy and the responsible use of energy is a central part of their practice and culture. Over the last eight years, a dedicated…

The Challenge for Mental Health: Minorities and Their World Views.

ERIC Educational Resources Information Center

English, Richard A.

Research findings have confirmed the view that if mental health practice is to be relevant and responsive to minorities, it must consciously and deliberately take into account their ethnic heritage and culture. The world views of ethnic minorities, or the ways in which they perceive their relationship to nature, institutions, other people, and…

Complexities of Gaming Cultures: Adolescent Gamers Adapting and Transforming Learning

ERIC Educational Resources Information Center

Merkel, Liz; Sanford, Kathy

2011-01-01

In 2007, the authors' ethnographic research study of 11 adolescent gamers began in a response to social concern regarding adolescent (dis)engagement in school literacy practices. Since then, the authors' ongoing research has revealed the importance of understanding and knowing more about individual gamers' ways of knowing, and also about the…

Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

ERIC Educational Resources Information Center

Ball, Christy L.

2016-01-01

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving…

Acquiring Responsive Practices: Preservice Teachers Learn to Conduct Interactive Read-Alouds

ERIC Educational Resources Information Center

Pendergast, Meghan; May, Laura; Bingham, Gary; Kurumada, Katie Simon

2015-01-01

As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Reconceptualizing Leadership in Migrant Communities: Latina/o Parent Leadership Retreats as Sites of Community Cultural Wealth

ERIC Educational Resources Information Center

Nava, Pedro E.; Lara, Argelia

2016-01-01

This article examines how the Education Leadership Foundation (a leadership development community based organization) in partnership with the Migrant Education Program use parent retreats for building leadership, and skill development of migrant farm-working families. Utilizing cooperative and community responsive practices, these retreats build…

Roots and Research in Urban School Gardens

ERIC Educational Resources Information Center

Gaylie, Veronica

2011-01-01

This book explores the urban school garden as a bridge between environmental action and thought. As a small-scale response to global issues around access to food and land, urban school gardens promote practical knowledge of farming as well as help renew cultural ideals of shared space and mutual support for the organic, built environment. Through…

Response of southern Appalachian table mountain pine (Pinus pungens) and pitch pine (P. rigida) stands to prescribed burning

Treesearch

N.T. Welch; Thomas A. Waldrop; E.R. Buckner

2000-01-01

Southern Appalachian table mountain pine (Pinus pungens) and pitch pine (P. rigida) forests require disturbance for regeneration. Lightning-ignited fires and cultural burning practices provided the disturbance that prehistorically and historically maintained these forests. Burning essentially ceased on public lands in the early...

Transcultural Pain Management: Theory, Practice, and Nurse-Client Partnerships.

PubMed

Rosa, William E

2018-02-01

Nursing is becoming increasingly aware of its impact as a global profession. Part of this evolution is the understanding that the Western evidence-based construct may not be reliably or universally applicable to transcultural settings and clients. In a global world, no 'one size fits all' and no singular approach to pain management is appropriate; there are, quite literally, infinite variations in cross-cultural dynamics. Nurses working in the field of pain management must be able to navigate their responsibilities within the global health context. The role of the pain management nurse in the global world is to provide individualized and culturally relevant pain management for clients, which is mindful of multifactorial contributors to the pain experience, such as the physiologic, affective, cognitive, behavioral, sociocultural, and environmental, and to view adequate pain management as an international human right. Through the skillful integration of theory, practice, and the ability to build respectful and responsible nurse-client partnerships, pain management nurses can deliver contextually relevant care that promotes safety, quality, and healing. Copyright © 2017 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Cultural Literacy Assimilation: The Literacy Experiences of Children of Immigrants

ERIC Educational Resources Information Center

Rosen, Dana

2014-01-01

Although students' literacy practices are influenced by a variety of sources, including texts, teachers, peers, the media, and their home culture (Dyson, 1993), the process of becoming literate is truly grounded in their cultural beliefs (Ferdman, 1990). Literacy skills are embedded in cultural practice, and cultural practice is learned implicitly…

An assessment of cultural values and resident-centered culture change in U.S. nursing facilities.

PubMed

Banaszak-Holl, Jane; Castle, Nicholas G; Lin, Michael; Spreitzer, Gretchen

2013-01-01

Culture change initiatives propose to improve care by addressing the lack of managerial supports and prevalent stressful work environments in the industry; however, little is known about how culture change facilities differ from facilities in the industry that have not chosen to affiliate with the resident-centered care movements. The aim of this study was to evaluate representation of organizational culture values within a random sample of U.S. nursing home facilities using the competing values framework and to determine whether organizational values are related to membership in resident-centered culture change initiatives. We collected reports of cultural values using a well-established competing values framework instrument in a random survey of facility administrators and directors of nursing within all states. We received responses from 57% of the facilities that were mailed the survey. Directors of nursing and administrators did not differ significantly in their reports of culture and facility measures combined their responses. Nursing facilities favored market-focused cultural values on average, and developmental values, key to innovation, were the least common across all nursing homes. Approximately 17% of the facilities reported that all cultural values were strong within their facilities. Only high developmental cultural values were linked to participation in culture change initiatives. Culture change facilities were not different from non-culture change facilities in the promotion of employee focus as organizational culture, as emphasized in group culture values. Likewise, culture change facilities were also not more likely to have hierarchical or market foci than non-culture change facilities. Our results counter the argument that culture change facilities have a stronger internal employee focus than facilities more generally but do show that culture change facilities report stronger developmental cultures than non-culture change facilities, which indicates a potential to be innovative in their strategies. Facilities are culturally ready to become resident centered and may face other barriers to adopting these practices.

Perception of professional ethics by Iranian occupational therapists working with children

PubMed Central

Kalantari, Minoo; Kamali, Mohammad; Joolaee, Soodabeh; Rassafiani, Mehdi; Shafarodi, Narges

2015-01-01

Ethics are related to the structure and culture of the society. In addition to specialized ethics for every profession, individuals also hold their own personal beliefs and values. This study aimed to investigate Iranian occupational therapists’ perception of ethical practice when working with children. For this purpose, qualitative content analysis was used and semi-structured interviews were conducted with ten occupational therapists in their convenient place and time. Each interview was transcribed and double-checked by the research team. Units of meaning were extracted from each transcription and then coded and categorized accordingly. The main categories of ethical practice when working with children included personal attributes, responsibility toward clients, and professional responsibility. Personal attributes included four subcategories: veracity, altruism, empathy, and competence. Responsibility toward clients consisted of six subcategories: equality, autonomy, respect for clients, confidentiality, beneficence, and non-maleficence. Professional responsibility included three subcategories: fidelity, development of professional knowledge, and promotion and growth of the profession. Findings of this study indicated that in Iran, occupational therapists’ perception of autonomy, beneficence, non-maleficence, fidelity and competence is different from Western countries, which may be due to a lower knowledge of ethics and other factors such as culture. The results of this study may be used to develop ethical codes for Iranian occupational therapists both during training and on the job. PMID:27354897

How natural is the supernatural? Synthesis of the qualitative literature from low and middle income countries on cultural practices and traditional beliefs influencing the perinatal period.

PubMed

Raman, Shanti; Nicholls, Rachel; Ritchie, Jan; Razee, Husna; Shafiee, Samaneh

2016-08-01

to review qualitative research studies conducted in low resource settings around the perinatal continuum over the past two decades, with particular focus on the cultural realm; to identify common themes in the research-base, in order to provide policy direction for culturally appropriate perinatal interventions. systematic literature search of electronic databases from 1990 to 2014, including Medline, Embase, CINAHL and PsycINFO, using relevant search terms such as traditional beliefs, practices, pregnancy, childbirth; established criteria used to determine quality of studies; and thematic synthesis of the literature enabled by NVivo 10 software. low and middle income countries using the World Bank classification. religious and spiritual beliefs strongly influenced behaviour over the perinatal period. Beliefs in supernatural influences, particularly malevolent forces were widespread, such that pregnancy was concealed in many parts of Africa and Asia. In most low resource settings, pregnancy and childbirth were seen as normal phenomena. Rituals played an important part for women and their infants, reinforced by inter-generational support. Cross-cutting themes that emerged were: (1) the role of women as mothers, demonstrating their'goodness' by bearing pain and suffering; (2) the idea of the 'natural' incorporating the supernatural; and (3) negotiating change across generations. a diverse repertoire of cultural practices influences perinatal well-being across low resource settings. Health practitioners and policy-makers need to acknowledge the primacy of women's reproductive roles, the cultural constructions of motherhood; that supernatural forces are believed to exert powerful influences on the health of mother and infant; that inter-generational tensions result in resisting or embracing change. Public health planners and practitioners need to take culture seriously, not ignore the contribution of culture in shaping women's behaviours and choices throughout the perinatal continuum and deliver contextually specific, culturally responsive care to optimise perinatal health and well-being. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Shifting the balance: the contemporary narrative of obesity.

PubMed

Shugart, Helene A

2011-01-01

In this essay, I assess the narrative of obesity as articulated in representative contemporary mainstream media fare--namely, The Oprah Winfrey Show, The Biggest Loser, and Big Medicine. I contend that the emergent narrative of obesity across these programs signals a shift from the historically received narrative in light of its intersection with the concurrent culturally resonant narratives of addiction and self-actualization. In particular, the proposed "problem" and "solution" to obesity, both historically attributed to personal responsibility, appear to be shifting in favor of cultural explanations that describe obesity as symptomatic of and secondary to broader issues related to community, emotionality, and agency. This suggests novel cultural understandings, practices, and policies regarding the mounting "obesity epidemic."

Social and cultural dimensions of hygiene in Cambodian health care facilities

PubMed Central

2011-01-01

Background The frequency of bloodborne pathogen healthcare-associated infections is thought to be high in developing Southeast Asian Countries. The underlying social-cultural logics contributing to the risks of transmission are rarely studied. This report provides some insights on the social and cultural factors that shape hygiene practices in Cambodian health care settings. Methods We conducted qualitative surveys in various public and private health facilities in Phnom Penh, the capital city and in provinces. We observed and interviewed 319 participants, health care workers and patients, regarding hygiene practices and social relationships amongst the health care staff and with patients. We also examined the local perceptions of hygiene, their impact on the relationships between the health care staff and patients, and perceptions of transmission risks. Data collection stem from face to face semi-structured and open-ended interviews and focus group discussions with various health care staffs (i.e. cleaners, nurses, midwives and medical doctors) and with patients who attended the study health facilities. Results Overall responses and observations indicated that hygiene practices were burdened by the lack of adequate materials and equipements. In addition, many other factors were identified to influence and distort hygiene practices which include (1) informal and formal social rapports in hospitals, (2) major infection control roles played by the cleaners in absence of professional acknowledgment. Moreover, hygiene practices are commonly seen as an unessential matter to be devoted to low-ranking staff. Conclusion Our anthropological findings illustrate the importance of comprehensive understanding of hygiene practices; they need to be considered when designing interventions to improve infection control practices in a Cambodian medical setting. PMID:21294927

Mutuality at the center: health promotion with Cape Verdean immigrant women.

PubMed

De Jesus, Maria

2009-02-01

Public health care researchers, policy makers, and providers are increasingly interested in developing more effective and culturally responsive health promotion theories and interventions for diverse immigrant populations. The purpose of this study was to develop health promotion theory that validates the local knowledge and experiences of Cape Verdean women health promoters who work with immigrant women in their community. In-depth, semi-structured interviews were conducted with nine culturally savvy, community-based Cape Verdean women health promoters about their perspectives and daily experiences of health promotion practice with Cape Verdean immigrant women. This study used Glaserian grounded theory to analyze the interviews. This approach identified concepts and developed an integrated process through which to theorize about the practice of health promoters. For Cape Verdean women health promoters, a process of creating relationships was a key to promoting women's health. The relational theory of health promotion practice reflects these dynamic processes, properties, and stages through which Cape Verdean women health promoters develop mutually engaging relationships with immigrant women. CONCLUSION. These findings challenge health care professionals to broaden the repertoire of health promotion strategies to include relationship-building between health promoters and community women. Through these relationships health promoters can understand the complex structural, cultural, and community factors that influence immigrant women's health and incorporate that knowledge into more effective health promotion practices.

Ethical aspects of directly observed treatment for tuberculosis: a cross-cultural comparison

PubMed Central

2013-01-01

Background Tuberculosis is a major global public health challenge, and a majority of countries have adopted a version of the global strategy to fight Tuberculosis, Directly Observed Treatment, Short Course (DOTS). Drawing on results from research in Ethiopia and Norway, the aim of this paper is to highlight and discuss ethical aspects of the practice of Directly Observed Treatment (DOT) in a cross-cultural perspective. Discussion Research from Ethiopia and Norway demonstrates that the rigid enforcement of directly observed treatment conflicts with patient autonomy, dignity and integrity. The treatment practices, especially when imposed in its strictest forms, expose those who have Tuberculosis to extra burdens and costs. Socially disadvantaged groups, such as the homeless, those employed as day labourers and those lacking rights as employees, face the highest burdens. Summary From an ethical standpoint, we argue that a rigid practice of directly observed treatment is difficult to justify, and that responsiveness to social determinants of Tuberculosis should become an integral part of the management of Tuberculosis. PMID:23819555

Institutional barriers and strategies to health promotion: perspectives and experiences of Cape Verdean women health promoters.

PubMed

De Jesus, Maria

2010-06-01

Health promoters are critical resources in improving health care access and in providing culturally-responsive health education and interventions to members of medically underserved communities. Little is known about the barriers that impede their health-promoting practices and the strategies used to overcome these barriers. In-depth, semi-structured interviews were conducted with nine Cape Verdean women health promoters to examine their perspectives on barriers and strategies to health promotion. Findings revealed how their health promotion practice is influenced by a host of institutional barriers, including insufficient program funding, restrictive institutional policies, and a lack of culturally and linguistically appropriate health resources. Adaptive and resistant strategies used to counterbalance these barriers included forming supportive internal and external alliances, having a good mentor, and "making noise." A complete and effective model of health promotion must embrace not only individual-level factors, but also macro-level factors, thus emphasizing the need for institutional change to enhance health-promoting practices.

Institutional Barriers and Strategies to Health Promotion: Perspectives and Experiences of Cape Verdean Women Health Promoters

PubMed Central

2015-01-01

Background Health promoters are critical resources in improving health care access and in providing culturally-responsive health education and interventions to members of medically underserved communities. Little is known about the barriers that impede their health-promoting practices and the strategies used to overcome these barriers. Methods In-depth, semi-structured interviews were conducted with nine Cape Verdean women health promoters to examine their perspectives on barriers and strategies to health promotion. Results Findings revealed how their health promotion practice is influenced by a host of institutional barriers, including insufficient program funding, restrictive institutional policies, and a lack of culturally and linguistically appropriate health resources. Adaptive and resistant strategies used to counterbalance these barriers included forming supportive internal and external alliances, having a good mentor, and “making noise.” Discussion A complete and effective model of health promotion must embrace not only individual-level factors, but also macro-level factors, thus emphasizing the need for institutional change to enhance health-promoting practices. PMID:18307042

Enculturation of Unsafe Attitudes and Behaviors: Student Perceptions of Safety Culture

PubMed Central

Bowman, Chelsea; Neeman, Naama; Sehgal, Niraj L.

2014-01-01

Purpose Safety culture may exert an important influence on the adoption and learning of patient safety practices by learners at clinical training sites. This study assessed students’ perceptions of safety culture and identified curricular gaps in patient safety training. Method A total of 170 fourth-year medical students at the University of California, San Francisco, were asked to complete a modified version of the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture in 2011. Students responded on the basis of either their third-year internal medicine or surgery clerkship experience. Responses were recorded on a five-point Likert scale. Percent positive responses were compared between the groups using a chi-square test. Results One hundred twenty-one students (71% response rate) rated “teamwork within units” and “organizational learning” highest among the survey domains; “communication openness” and “nonpunitive response to error” were rated lowest. A majority of students reported that they would not speak up when witnessing a possible adverse event (56%) and were afraid to ask questions if things did not seem right (55%). In addition, 48% of students reported feeling that mistakes were held against them. Overall, students reported a desire for additional patient safety training to enhance their educational experience. Conclusions Assessing student perceptions of safety culture highlighted important observations from their clinical experiences and helped identify areas for curricular development to enhance patient safety. This assessment may also be a useful tool for both clerkship directors and clinical service chiefs in their respective efforts to promote safe care. PMID:23619067

Clinical user experiences of observation and response charts: focus group findings of using a new format chart incorporating a track and trigger system.

PubMed

Elliott, Doug; Allen, Emily; Perry, Lin; Fry, Margaret; Duffield, Christine; Gallagher, Robyn; Iedema, Rick; McKinley, Sharon; Roche, Michael

2015-01-01

Optimising clinical responses to deteriorating patients is an international indicator of acute healthcare quality. Observation charts incorporating track and trigger systems are an initiative to improve early identification and response to clinical deterioration. A suite of track and trigger 'Observation and Response Charts' were designed in Australia and initially tested in simulated environments. This paper reports initial clinical user experiences and views following implementation of these charts in adult general medical-surgical wards. Across eight trial sites, 44 focus groups were conducted with 218 clinical ward staff, mostly nurses, who received training and had used the charts in routine clinical practice for the preceding 2-6 weeks. Transcripts of audio recordings were analysed for emergent themes using an inductive approach. In this exploration of initial user experiences, key emergent themes were: tensions between vital sign 'ranges versus precision' to support decision making; using a standardised 'generalist chart in a range of specialist practice' areas; issues of 'clinical credibility', 'professional autonomy' and 'influences of doctors' when communicating abnormal signs; and 'permission and autonomy' when escalating care according to the protocol. Across themes, participants presented a range of positive, negative or mixed views. Benefits were identified despite charts not always being used up to their optimal design function. Participants reported tensions between chart objectives and clinical practices, revealing mismatches between design characteristics and human staff experiences. Overall, an initial view of 'increased activity/uncertain benefit' was uncovered. Findings particularly reinforced the significant influences of organisational work-based cultures, disciplinary boundaries and interdisciplinary communication on implementation of this new practice chart. Optimal use of all chart design characteristics will be possible when these broader cultural issues are addressed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Preventing malaria in the Peruvian Amazon: a qualitative study in Iquitos, Peru.

PubMed

Newell, Ian; Wiskin, Connie; Anthoney, James; Meza, Graciela; de Wildt, Gilles

2018-01-16

In Peru, despite decades of concerted control efforts, malaria remains a significant public health burden. Peru has recently exhibited a dramatic rise in malaria incidence, impeding South America's progress towards malaria elimination. The Amazon basin, in particular the Loreto region of Peru, has been identified as a target for the implementation of intensified control strategies, aiming for elimination. No research has addressed why vector control strategies in Loreto have had limited impact in the past, despite vector control elsewhere being highly effective in reducing malaria transmission. This study employed qualitative methods to explore factors limiting the success of vector control strategies in the region. Twenty semi-structured interviews were conducted among adults attending a primary care centre in Iquitos, Peru, together with 3 interviews with key informants (health care professionals). The interviews focussed on how local knowledge, together with social and cultural attitudes, determined the use of vector control methods. Five themes emerged. (a) Participants believed malaria to be embedded within their culture, and commonly blamed this for a lack of regard for prevention. (b) They perceived a shift in mosquito biting times to early evening, rendering night-time use of bed nets less effective. (c) Poor preventive practices were compounded by a consensus that malaria prevention was the government's responsibility, and that this reduced motivation for personal prevention. (d) Participants confused the purpose of space-spraying. (e) Participants' responses also exposed persisting misconceptions, mainly concerning the cause of malaria and best practices for its prevention. To eliminate malaria from the Americas, region-specific strategies need to be developed that take into account the local social and cultural contexts. In Loreto, further research is needed to explore the potential shift in biting behaviour of Anopheles darlingi, and how this interacts with the population's social behaviours and current use of preventive measures. Attitudes concerning personal responsibility for malaria prevention and long-standing misconceptions as to the cause of malaria and best preventive practices also need to be addressed.

Learning progressions from a sociocultural perspective: response to "co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action"

NASA Astrophysics Data System (ADS)

Tytler, Russell

2016-10-01

This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action". The paper is interesting for a number of reasons, and in this response I will identify different aspects of the paper and link the points made to my own research, and that of colleagues, as complementary perspectives. First, the way that the science curriculum is conceived as an expanding experience that moves from the classroom into the community, across subjects, and across time, links to theoretical positions on disciplinary literacies and notions of learning as apprenticeship into the discursive tools, or `habits of mind' as the authors put it, that underpin disciplinary practice. Second, the formulation of progression through widening communities of practice is a strong feature of the paper, and shows how children take on the role of scientists through this expanding exposure. I will link this approach to some of our own work with school—community science partnerships, drawing on the construct of boundary crossing to tease out relations between school science and professional practice. Third, the demonstration of the expansion of the children's view of what scientists do is well documented in the paper, illustrated by Figure 13 for instance. However I will, in this response, try to draw out and respond to what the paper is saying about the nature of progression; what the progression consists of, over what temporal or spatial dimensions it progresses, and how it can productively frame curriculum processes.

Gender-Fair and Gender-Congruent Practices for Young Children's Naturalist Intelligence: From the Perspective of Developmentally and Culturally Appropriate Practice (DCAP).

ERIC Educational Resources Information Center

Hyun, Eunsook

Developmentally and Culturally Appropriate Practice (DCAP) is a culturally congruent and critical pedagogy that serves as a framework for early childhood education for all individuals. This paper examines young children's gender differences in learning and their gender-oriented culture and promotes developmentally and culturally appropriate…

Exploring the organizational culture of exemplary community health center practices.

PubMed

Craigie, Frederic C; Hobbs, Richard F

2004-01-01

A 1999 precursor to this study, published in Family Medicine, suggested that the organizational culture of practices was potentially important to health care providers and patients. In this research, we examined the experiences of people working in exemplary community health center practices to explore the components and maintaining factors of positive medical organizational culture. Two exemplary practices were identified through a process of nominations and selection with respect to a presumptive definition of positive organizational culture. Interpretive categories and themes were developed through qualitative content analysis of semi-structured interviews, along with field observation. Categories of culture in these practices included Community Mission and Values, Leadership and Organizational Dynamics, Relationships, and Physical Space. Cultural qualities were nurtured by leadership approaches, collaborative staff meetings, and shared values about mission and workplace relationships. Staff consistently indicated that the spirit or culture in their practices was beneficial for employees, patients, and the process of clinical care. The positive organizational culture in these practices was substantially characterized and cultivated by specific values, attitudes, behaviors, and relationships of employees. Further work is indicated in approaches to assessment and intervention with organizational culture in medical settings and in evaluating associations with medical outcomes.

Exploring Health Beliefs and Practices of Caribbean Immigrants in Ontario to Prevent Type 2 Diabetes.

PubMed

Brathwaite, Angela Cooper; Lemonde, Manon

2017-01-01

This qualitative study explored the beliefs held by adult Caribbean immigrants regarding type 2 diabetes (T2D) and their practices in preventing it. A purposive sample of 15 immigrants living in Ontario, Canada participated in the study. Semistructured interviews were used to collect data from participants. Four themes emerged from the data: beliefs that protect participants from developing T2D, cultural practices to stay healthy, preserving culture through preparation of meals, and cultural practices determine number of servings of fruit and vegetables per day. Findings indicate how beliefs and cultural practices influence prevention of T2D and the need to design culturally tailored interventions for ethnic groups. Future research should explore health beliefs and cultural practices of other high-risk groups and use their findings to design and evaluate culturally tailored interventions to prevent T2D. © The Author(s) 2015.

The nexus of nursing leadership and a culture of safer patient care.

PubMed

Murray, Melanie; Sundin, Deborah; Cope, Vicki

2018-03-01

To explore the connection between +6 nursing leadership and enhanced patient safety. Critical reports from the Institute of Medicine in 1999 and Francis QC report of 2013 indicate that healthcare organisations, inclusive of nursing leadership, were remiss or inconsistent in fostering a culture of safety. The factors required to foster organisational safety culture include supportive leadership, effective communication, an orientation programme and ongoing training, appropriate staffing, open communication regarding errors, compliance to policy and procedure, and environmental safety and security. As nurses have the highest patient interaction, and leadership is discernible at all levels of nursing, nurse leaders are the nexus to influencing organisational culture towards safer practices. The position of this article was to explore the need to form a nexus between safety culture and leadership for the provision of safe care. Safety is crucial in health care for patient safety and patient outcomes. A culture of safety has been exposed as a major influence on patient safety practices, heavily influenced by leadership behaviours. The relationship between leadership and safety plays a pivotal role in creating positive safety outcomes for patient care. A safe culture is one nurtured by effective leadership. Patient safety is the responsibility of all healthcare workers, from the highest executive to the bedside nurse, thus effective leadership throughout all levels is essential in engaging staff to provide high quality care for the best possible patient outcomes. © 2017 John Wiley & Sons Ltd.

Environmental influences on childhood obesity: ethnic and cultural influences in context.

PubMed

Kumanyika, Shiriki K

2008-04-22

Ethnicity is associated with differences in food-related beliefs, preferences, and behaviors, and cultural influences may contribute to the higher than average risk of obesity among children and youth in U.S. ethnic minority populations. However, cultural attitudes and beliefs are not the only potential source of ethnic variation in childhood obesity prevalence and should not be studied in isolation. Demographic, socio-structural, and environmental variables must also be considered. Available evidence indicates ethnic differences along several pathways that may increase risks of obesity development during gestation, infancy, childhood and adolescence. These include above-average prevalence of obesity in adult females and of maternal diabetes during pregnancy, parental attitudes and practices that may lead to overfeeding children, above-average levels of consumption of certain high calorie foods and beverages, and inadequate physical activity. Environments with lower than average neighborhood availability of healthful foods and higher than average availability of fast food restaurants, along with exposure to ethnically targeted food marketing may contribute to reliance on high calorie foods and beverages, and these foods may be socially and culturally valued. Attitudes about and environmental contexts for physical activity are also relevant. Increasingly, it is acknowledged that individual behaviors and lifestyles, e.g. food choices or child feeding practices, are responsive to the ecological contexts in which they are practiced. Focusing attention on the fluid interactions of cultural influences with contextual factors, of recognized importance for the study of childhood undernutrition, can also lead to further understanding of how to address ethnic disparities in childhood obesity.

The organizational social context of mental health services and clinician attitudes toward evidence-based practice: a United States national study

PubMed Central

2012-01-01

Background Evidence-based practices have not been routinely adopted in community mental health organizations despite the support of scientific evidence and in some cases even legislative or regulatory action. We examined the association of clinician attitudes toward evidence-based practice with organizational culture, climate, and other characteristics in a nationally representative sample of mental health organizations in the United States. Methods In-person, group-administered surveys were conducted with a sample of 1,112 mental health service providers in a nationwide sample of 100 mental health service institutions in 26 states in the United States. The study examines these associations with a two-level Hierarchical Linear Modeling (HLM) analysis of responses to the Evidence-Based Practice Attitude Scale (EBPAS) at the individual clinician level as a function of the Organizational Social Context (OSC) measure at the organizational level, controlling for other organization and clinician characteristics. Results We found that more proficient organizational cultures and more engaged and less stressful organizational climates were associated with positive clinician attitudes toward adopting evidence-based practice. Conclusions The findings suggest that organizational intervention strategies for improving the organizational social context of mental health services may contribute to the success of evidence-based practice dissemination and implementation efforts by influencing clinician attitudes. PMID:22726759

Cultural practices affecting the skin of children.

PubMed

Ravanfar, Parisa; Dinulos, James G

2010-08-01

Cultural practices that present with dermatologic manifestations in the pediatric population are common. However, such skin manifestations are often poorly understood in western medicine and lesions are misdiagnosed, with child abuse being a common misdiagnosis. The 2000 Census counted approximately 28 million first-generation immigrants in the United States. As populations are increasing in diversity, there are an increasing number of physical presentations from diverse cultural practices. Physicians will begin to encounter skin findings that they may have never seen before. It is, therefore, imperative for physicians to be aware of such cultural practices and the cutaneous findings associated with them. Numerous cultural practices may present with skin manifestations in children. It is, therefore, important for pediatricians to be aware of such practices and their associated skin lesions for proper diagnosis and management. Various cultural practices with cutaneous findings will be covered in this article.

A survey of United States dental hygienists' knowledge, attitudes, and practices with infection control guidelines.

PubMed

Garland, Kandis V

2013-06-01

To assess knowledge, attitudes and practices of U.S. dental hygienists with infection control guidelines (ICG). Research has shown improved compliance with specific aspects of dental ICG is needed. This study supports the American Dental Hygienists' Association National Research Agenda's Occupational Health and Safety objective to investigate methods to decrease errors, risks and or hazards in health care. Data are needed to assess compliance, prevention and behavioral issues with current ICG practices. A proportional stratified random sample (n=2,500) was recruited for an online survey. Descriptive statistics summarized demographic characteristics and knowledge, attitudes and practices responses. Spearman's rho correlations determined relationships between knowledge, attitudes and practices responses (p<0.05). Dominant themes were identified from open-ended responses. A 31% response rate (n=765) was attained. Respondents agreed/strongly agreed with familiarity with ICG (86%) and believed ICG are relevant to their patients (88%). Responses indicated low compliance (rarely/never used) with handpiece sterilization (n=209, 31%), utility glove use (n=317, 47%), and pre-procedural rinsing (n=324, 48%). Significant relationships were found between ICG implementation and access to necessary supplies (rs=0.549), supervisors' expectations for using ICG (rs=0.529) and no time to use (rs=-0.537). Themes from comments indicated time is a barrier, and respondents' perceived a need for involvement of all co-workers. Dental hygienists are adhering with most aspects of the ICG. High compliance with ICG among respondents in this study was associated with positive safety beliefs and practices, whereas lower compliance with ICG was associated with less positive safety beliefs and practices. A safety culture appears to be a factor in compliance with ICG.

Short-term volunteer health trips: aligning host community preferences and organizer practices

PubMed Central

Rozier, Michael D.; Lasker, Judith N.; Compton, Bruce

2017-01-01

ABSTRACT Background: Short-term medical missions (STMMs) are quite common and largely understood to be a response to health needs in low-income countries. Yet most information about STMM practices is anecdotal. Even less is known about the preferences of in-country host communities regarding STMMs. Objective: We aimed to gather enough quantitative and qualitative information from both STMM organizers and host community staff to compare dominant practices of organizers as well as preferences of host community staff. We use these data to discover differences between practices and preferences and suggest ways in which STMMs can be more responsive to the communities they serve. Methods: Researchers gathered online survey responses from 334 STMM organizers and conducted interviews to determine existing practices. Similar methods were used to collect 49 online survey responses from, and conduct 75 interviews with, host community staff. Results: Organizer practices and host community staff preferences are different in several areas. Organizers admit to minimal screening and preparation of volunteers whereas host staff have clear ideas of topics that should be covered in preparation, including culture and basic language skills. Organizers prioritize provision of clinical care during trips whereas host staff prioritize capacity building. Practices and preferences also differ in relation to the length of STMMs, the nature of the partnership itself, and the type of assessment and evaluation that is needed. Conclusions: The large amount of data gathered for this study allows us to confidently say that organizer practices are often not aligned with host community staff preferences. Several concrete changes can be made to STMMs to bring practices more in line with the desires of the communities they serve. PMID:28218547

A situational crime prevention analysis of Anglican clergy's child protective practices.

PubMed

Guerzoni, Michael Andre

2018-03-01

To date, a predominant focus within the field of 'clerical collar crime' has revolved around institutional-level church responses to child sexual abuse events, survivors and offenders. Comparatively, little attention has been directed towards the micro-level and in particular, examining clerical responses to child sexual abuse. This article presents empirical findings concerning the 'everyday' child protective practices of Anglican clergy in the Diocese of Tasmania, Australia. Research data was acquired through open-ended qualitative interviews conducted with a sample of 34 clergy in a broader study of clerical culture, habitus and life amidst the 'church abuse crisis'. The framework of Situational Crime Prevention is employed to evaluate the feasibility of clergy's child-safe practices and comment on how these practices could be further altered through professional development. Research findings demonstrate that clergy possess an active awareness of risk, and execute a series of protective measures to minimise both sexual interactions with children and allegations of impropriety. Copyright © 2017 Elsevier Ltd. All rights reserved.

Parenting Practices in Cultural Context: An Ecological Perspective

ERIC Educational Resources Information Center

Zarnegar, Zohreh

2015-01-01

Despite general consensus that parenting practices influence the developmental processes of children, many questions about the impacts of parenting practices on child development within the cultural context remain unanswered. This article presents how cultural templates influence parenting practices and developmental processes of young children.…

Salmon cycles: Influences of a science field study immersion experience with Native American young women

NASA Astrophysics Data System (ADS)

Ault, Phyllis Campbell

Native Americans, and particularly Native women, are not proportionally represented in higher education, or in science, mathematics, technology, and engineering fields. This study examined an out-of-school science education program which combined traditional Native American cultural and ecological knowledge with Western science in conducting authentic field studies. A qualitative, embedded case study approach was used to explore how young Native American women were influenced by an out-of-school program integrating a culturally responsive approach and experiential research projects. Within this context of combined cultures, three significant domains emerged: field study in science, sense of place, and networks of supportive relationships. These domains interacted with the aspirations of the eight Native women in the study. Using interview transcripts, reflective writings, and participant data, the study explored the blending of Indigenous and Western science in "communities of practice" (e.g., fisheries biology, restoration ecology, and forestry). The eight Native women in this study participated as young adolescents and later returned as counselors. Interviews focused on their postsecondary aspirations and choices. Findings validated previous research on the value of infusing Traditional Ecological Knowledge and Western science for Native students. The study found the combination of culturally responsive pedagogy and authentic experiences in "communities-of-practice" held a beneficial influence on postsecondary pathways. The importance of respect and friendships fostered through the program was associated with resilience and perseverance in educational aspirations. Immersion in field study with Native peers as well as Native and non-Native researchers was a catalyst for all the women, in a number of different ways, such as: deeper involvement with the Native community, strengthening cultural and academic identity, inspiration to learn more about their cultural heritage, and interest in pursuing science or science-related careers. Commitments to "giving back" to the community, stewardship, and activism emerged as significant outcomes. The experience created a safe, empowering place to be Native, "crazy, a scientist, and a fish geek"---all at once.

Relationship among team dynamics, care coordination and perception of safety culture in primary care.

PubMed

Blumenthal, Karen J; Chien, Alyna T; Singer, Sara J

2018-05-18

There remains a need to improve patient safety in primary care settings. Studies have demonstrated that creating high-performing teams can improve patient safety and encourage a safety culture within hospital settings, but little is known about this relationship in primary care. To examine how team dynamics relate to perceptions of safety culture in primary care and whether care coordination plays an intermediating role. This is a cross-sectional survey study with 63% response (n = 1082). The study participants were attending clinicians, resident physicians and other staff who interacted with patients from 19 primary care practices affiliated with Harvard Medical School. Three domains corresponding with our main measures: team dynamics, care coordination and safety culture. All items were measured on a 5-point Likert scale. We used linear regression clustered by practice site to assess the relationship between team dynamics and perceptions of safety culture. We also performed a mediation analysis to determine the extent to which care coordination explains the relationship between perceptions of team dynamics and of safety culture. For every 1-point increase in overall team dynamics, there was a 0.76-point increase in perception of safety culture [95% confidence interval (CI) 0.70-0.82, P < 0.001]. Care coordination mediated the relationship between team dynamics and the perception of safety culture. Our findings suggest there is a relationship between team dynamics, care coordination and perceptions of patient safety in a primary care setting. To make patients safer, we may need to pay more attention to how primary care providers work together to coordinate care.

Creating the climate for diversity and race equality in health care.

PubMed

Kingsley, S U

2001-01-01

In 1997 the Department of Health funded eight projects to demonstrate 'mainstreaming' responses to minority ethnic health in the NHS. 'Mainstreaming' is understood to require cultural, organisation and practice change; sustaining such change is a major challenge. Evaluation of the projects identified that leadership was a critical factor in encouraging change that was lasting. Other important issues were maintaining the desire changes in a turbulent organisational context and linking changes in practice with other priorities and initiatives. The agenda for the New NHS presents an opportunity for learning from this programme to be put into practice across the Department of Health and the NHS.

Sexual counselling of cardiac patients in Europe: culture matters.

PubMed

Goossens, E; Norekvål, T M; Faerch, J; Hody, L; Olsen, S S; Darmer, M R; Jaarsma, T; Moons, P

2011-10-01

Sexual problems are common amongst cardiac patients, and concerns may arise when resuming sexual activities after a cardiac event. Sexual counselling is therefore indispensible. Culture is an identified barrier to talking about sex, but research is lacking on whether and how culture influences nurses in providing sexual counselling. This cross-sectional descriptive study assessed four areas related to sexual counselling provided by cardiovascular nurses. We investigated the impact of culture on these areas by surveying cardiovascular nurses living in Denmark, Norway and two regions of Belgium - Flanders, Dutch-speaking region and Wallonia, French-speaking region. Overall, 819 participants were recruited as they attended cardiovascular nursing congresses in Denmark, Norway and Belgium. Subjects completed the Undertaking Nursing Interventions Throughout Europe (UNITE) sexual counselling questionnaire, measuring practice, responsibility, confidence and perceived comfort of patients. Controlling for demographic, educational and professional covariates, we performed multiple linear regression analysis to determine the impact of culture on sexual counselling. All four subscale scores were independently associated with culture. Danish nurses counselled patients significantly more often, reported feeling more responsibility and confidence and estimated more comfort in patients than Norwegian, Flemish and Walloon nurses. This study showed that culture matters with respect to sexual counselling for cardiac patients. Interventions should be developed improving sexual counselling of cardiac patients. Educational courses and training of healthcare professionals on sexual counselling should be more sensitive to sociocultural differences. Cross-cultural perspectives may bias attitudes of professionals as they deal with concerns of cardiac patients about resuming sexual activity. © 2011 Blackwell Publishing Ltd.

Individualism and social solidarity in vaccination policy: some further considerations.

PubMed

Sim, Fiona M

2017-01-01

This commentary, in response to the paper by Boas et al [IJPHR December 2016], considers some of the wider ethical, cultural and practical factors that may influence the official response of a polio-free nation following the identification of introduced wild virus within its borders. It looks at factors influencing vaccine uptake internationally, using examples of nations striving to improve childhood vaccine uptake, the relevance of mandatory versus voluntary immunisation and the role of public education and misinformation.

Science learning and teaching in a Creole-speaking environment

NASA Astrophysics Data System (ADS)

Lodge, Wilton

2017-09-01

The focus of this response to Charity Hudley and Christine Mallinson's article, `"Its worth our time": A model of culturally and linguistically responsive professional development for K-12 STEM educators', is to underpin a pedagogy that encourages and provides opportunities for the use of non-standard language in the description and practice of science. I discuss this within the context of Jamaica and provide an alternative way of science teaching, one which promotes Jamaican Creole as a mode of instruction for classroom talk and printed material.

Health Beliefs and Practices of African Immigrants in Canada.

PubMed

Cooper Brathwaite, Angela; Lemonde, Manon

2016-12-01

A purposive sample of 14 immigrants living in Ontario, Canada, participated in two focus groups. The researchers used semi-structured interviews to collect data and five themes emerged from the data: beliefs about diabetes were centered on diverse factors, preserving culture through food preferences and preparation, cultural practices to stay healthy, cultural practices determined number of servings of fruit and vegetables per day, and engaging in physical activity to stay healthy. Findings indicated how health beliefs and cultural practices influenced behavior in preventing type 2 diabetes (T2D). Future research should focus on other high-risk minority groups (South Asian, Caribbean, and Latin American) to examine their health beliefs and cultural practices and use these finding to develop best practice guidelines, which should be incorporated into culturally tailored interventions. © The Author(s) 2015.

Pulled in Many Directions: Tensions and Complexity for Academic Staff Responding to International Students

ERIC Educational Resources Information Center

Skyrme, Gillian; McGee, Alyson

2016-01-01

This article reports on an interview-based study of the academic practices of staff members in a New Zealand university in response to international students in their classes and under their supervision. International students enter academic cultures which are inevitably different from those which have provided their academic preparation.…

When Immigrant Is Synonymous with Terrorist: Culturally Responsive Teaching with English Learners

ERIC Educational Resources Information Center

Reece, Linda; Nodine, Pat

2014-01-01

The authors examined the effects of inquiry-based teaching by undergraduate preservice teachers in an elementary school composed of low-income Hispanic children for whom English was a second language. Initially, focus was an analysis of preservice teachers' use of best practices for teaching social studies content to English Learners (ELs). The…

Leadership for Social Justice and Democracy in Our Schools. The Soul of Educational Leadership Series. Volume 9

ERIC Educational Resources Information Center

Blankstein, Alan M.; Houston, Paul D.

2011-01-01

Research shows that students' sense of belonging in their school communities is critically linked to academic achievement. This ninth and final book in "The Soul of Educational Leadership" series offers practical strategies for promoting socially responsible school cultures that foster greater student engagement and democratic values. A joint…

Harvesting costs and utilization of hardwood plantations

Treesearch

Tim P. McDonald; Bryce J. Stokes

1994-01-01

The use of short rotation, intensive culture (SRIC) practices in hardwoods to meet fiber supply needs is becoming increasingly widespread. Total plated area of short rotation hardwood fiber plantations is currently about 22,000 ha (McDonald and Stokes 1993). That figure should certainly to grow in response to public concerns over loss of natural hardwood stands. With...

Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts

ERIC Educational Resources Information Center

Moliner, Odet; Sales, Auxiliadora; Ferrandez, Reina; Traver, Joan

2011-01-01

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers' responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate…

On Negotiating White Science: A Call for Cultural Relevance and Critical Reflexivity

ERIC Educational Resources Information Center

Bettez, Silvia Cristina; Aguilar-Valdez, Jean Rockford; Carlone, Heidi B.; Cooper, Jewell E.

2011-01-01

This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were…

Minority Education and Caste: The American System in Cross-Cultural Perspective.

ERIC Educational Resources Information Center

Ogbu, John U.

This study examines the way in which the position of blacks in the American system of caste or racial stratification contributes to their lower school performance. It explores the myths and stereotypes that support the caste system and shows how they are translated into practices by school personnel. It probes into the responses of the minority…

The CAST Initiative in Guam: A Model of Effective Teachers Teaching Teachers

ERIC Educational Resources Information Center

Zuercher, Deborah K.; Kessler, Cristy; Yoshioka, Jon

2011-01-01

The CAST (content area specialized training) model of professional development enables sustainable teacher leadership and is responsive to the need for culturally relevant educational practices. The purpose of this paper is to share the background, methods, findings and recommendations of a case study on the CAST initiative in Guam. The case study…

Examining How Faculty Reflect on Instructional Data: A Call for Critical Awareness and Institutional Support. WCER Working Paper No. 2016-4

ERIC Educational Resources Information Center

Smolarek, Bailey B.; Hora, Matthew T.

2016-01-01

Drawing on insights from culturally responsive K-12 education frameworks and dual process theory, this qualitative study explores the situated nature of reflective practice among postsecondary faculty and calls for increased critical awareness and institutional support. Through interviews with 21 California research university faculty, this study…

Motivating and Justifiable: Teaching Western Literature to EFL Students at a University of Science and Technology

ERIC Educational Resources Information Center

Su, Shao-Wen

2010-01-01

While literature-based instruction has been highly praised for its pedagogical benefits, it confronts entrenched learning hindrances, both linguistic and cultural in EFL settings. Whether the literature instruction in practice is motivating or demotivating is an issue worthy of concern. In response to the issue, this paper examines a literature…

Perceptions of School Administration Team Members Concerning Inclusion in Israel: Are They in Congruence with the Ecological Sustainable Perspective?

ERIC Educational Resources Information Center

Shani, Michal; Ram, Drorit

2015-01-01

Based on an ecological perspective, inclusive education should involve two essential components: a shared ideology of providing a culturally responsive educational system where the needs of every child are met and a school policy geared towards the implementation of inclusion practices, with collaborations among staff members who create…

Preparing Teachers for Culturally and Cognitively Diverse Classrooms: What Would Dewey Say?

ERIC Educational Resources Information Center

Goodman, Gay

2006-01-01

Educational and legislative reforms occurring in the last half of the 20th century appear to have been initiated in response to the writings of John Dewey. The field of teacher education has responded to these reforms by adopting many new models of teacher preparation, technologies, and innovative best practices. Many of these changes were…

Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers

ERIC Educational Resources Information Center

Reed, Lori; Signorelli, Paul

2011-01-01

The best kind of learning is that which never ends--and a culture of training means that staff will be more flexible and responsive to new ideas and strategies, imperative in today's libraries. In this practical resource, leading workplace trainers Reed and Signorelli offer guidance on improving the effectiveness of training programs. Their book…

Impossible Practice and Theories of the Impossible: A Response to Helene Illeris's "Potentials of Togetherness"

ERIC Educational Resources Information Center

Kallio-Tavin, Mira

2014-01-01

In a recent commentary in "Studies in Art Education," Helene Illeris (2013) discussed the idea of "performative experimental communities" via a critique of visual culture pedagogy and the romanticism of community-oriented art education in Nordic countries. Illeris underpinned her arguments with Jean-Luc Nancy's (1997)…

Cosmopolitan Literacies, Social Networks, and "Proper Distance": Striving to Understand in a Global World

ERIC Educational Resources Information Center

Hull, Glynda A.; Stornaiuolo, Amy

2014-01-01

How are identities as cosmopolitan citizens realized in practice, and how can dialogue be fostered across differences in culture, language, ideology, and geography? More particularly, how might young people be positioned to develop effective and ethical responses, in our digital age, to local and global concerns? Such are the questions we…

Governing in Whose Interests? Enacting School Leadership for Whom?

ERIC Educational Resources Information Center

Busher, Hugh; McKeown, Penny

2005-01-01

Leaders at all levels in schools try to implement particular policies and practices. These arise in response to pressures in the policy, social and economic contexts in which they work and from their own social and educational values. As part of the process of implementation, leaders try to modify existing organisational cultures to bind their…

Shifting Engagement Efforts through Disciplinary Departments: A Mistake or A Starting Point? A Cross-Institutional, Multidepartment Analysis

ERIC Educational Resources Information Center

Lake, Danielle; Mileva, Gloria; Carpenter, Heather L.; Carr, Dillon; Lancaster, Paula; Yarbrough, Todd

2017-01-01

This article documents the innovative practices and initial outcomes from the Grand Rapids Engaged Department Initiative, a cross-institutional collaboration designed in response to the failures of higher education to systematically engage in place. Created to incentivize and resource systemic and cultural shifts across three institutions of…

Listening to the Community: Guidance from Native Community Members for Emerging Culturally Responsive Educators

ERIC Educational Resources Information Center

Rogers, Christine A.; Jaime, Angela M.

2010-01-01

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also…

A Discussion of the Principle of Cultural Responsiveness: From Research to Practice and from History to Today

ERIC Educational Resources Information Center

Stead, Robyn

2014-01-01

The "Special Education 2000" initiative (Ministry of Education, 1998) led to the creation of the role of Resource Teachers: Learning and Behaviour (RTLB). The role was designed to support inclusion, provide consistent service, and bring about improved outcomes for students with learning and behaviour difficulties and their teachers in…

Who Is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children

ERIC Educational Resources Information Center

Goodwin, A. Lin

2017-01-01

In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same…

Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being.

PubMed

Chirkov, Valery; Ryan, Richard M; Kim, Youngmee; Kaplan, Ulas

2003-01-01

On the basis of self-determination theory (R. M. Ryan & E. L. Deci, 2000) and cultural descriptions drawn from H. C. Triandis (1995), the authors hypothesized that (a) individuals from different cultures internalize different cultural practices; (b) despite these differences, the relative autonomy of individuals' motivation for those practices predicts well-being in all 4 cultures examined; and (c) horizontal practices are more readily internalized than vertical practices across all samples. Five hundred fifty-nine persons from South Korea, Russia, Turkey and the United States participated. Results supported the hypothesized relations between autonomy and well-being across cultures and gender. Results also suggested greater internalization of horizontal relative to vertical practices. Discussion focuses on the distinction between autonomy and individualism and the relative fit of cultural forms with basic psychological needs.

Understanding childbirth practices as an organizational cultural phenomenon: a conceptual framework.

PubMed

Behruzi, Roxana; Hatem, Marie; Goulet, Lise; Fraser, William; Misago, Chizuru

2013-11-11

Understanding the main values and beliefs that might promote humanized birth practices in the specialized hospitals requires articulating the theoretical knowledge of the social and cultural characteristics of the childbirth field and the relations between these and the institution. This paper aims to provide a conceptual framework allowing examination of childbirth practices through the lens of an organizational culture theory. A literature review performed to extrapolate the social and cultural factors contribute to birth practices and the factors likely overlap and mutually reinforce one another, instead of complying with the organizational culture of the birth place. The proposed conceptual framework in this paper examined childbirth patterns as an organizational cultural phenomenon in a highly specialized hospital, in Montreal, Canada. Allaire and Firsirotu's organizational culture theory served as a guide in the development of the framework. We discussed the application of our conceptual model in understanding the influences of organizational culture components in the humanization of birth practices in the highly specialized hospitals and explained how these components configure both the birth practice and women's choice in highly specialized hospitals. The proposed framework can be used as a tool for understanding the barriers and facilitating factors encountered birth practices in specialized hospitals.

Expressions of cultural safety in public health nursing practice.

PubMed

Richardson, Anna; Yarwood, Judy; Richardson, Sandra

2017-01-01

Cultural safety is an essential concept within New Zealand nursing that is formally linked to registration and competency-based practice certification. Despite its centrality to New Zealand nursing philosophies and the stated expectation of cultural safety as a practice element, there is limited evidence of its application in the literature. This research presents insight into public health nurse's (PHN) experiences, demonstrating the integration of cultural safety principles into practice. These findings emerged following secondary analysis of data from a collaborative, educative research project where PHNs explored the use of family assessment tools. In particular, the 15-minute interview tool was introduced and used by the PHNs when working with families. Critical analysis of transcribed data from PHN interviews, utilising a cultural safety lens, illuminated practical ways in which cultural safety concepts infused PHN practice with families. The themes that emerged reflected the interweaving of the principles of cultural safety with the application of the five components of the 15-minute interview. This highlights elements of PHN work with individuals and families not previously acknowledged. Examples of culturally safe nursing practice resonated throughout the PHN conversations as they grappled with the increasing complexity of working with a diverse range of families. © 2016 John Wiley & Sons Ltd.

A Teaching Framework for Cross-cultural Health Care—Application in Family Practice

PubMed Central

Berlin, Elois Ann; Fowkes, William C.

1983-01-01

Significant demographic changes in patient populations have contributed to an increasing awareness of the impact of cultural diversity on the provision of health care. For this reason methods are being developed to improve the cultural sensitivity of persons responsible for giving health care to patients whose health beliefs may be at variance with biomedical models. Building on methods of elicitation suggested in the literature, we have developed a set of guidelines within a framework called the LEARN model. Health care providers who have been exposed to this educational framework and have incorporated this model into the normal structure of the therapeutic encounter have been able to improve communication, heighten awareness of cultural issues in medical care and obtain better patient acceptance of treatment plans. The emphasis of this teaching model is not on the dissemination of particular cultural information, though this too is helpful. The primary focus is rather on a suggested process for improved communication, which we see as the fundamental need in cross-cultural patient-physician interactions. PMID:6666112

"Who can you tell?" Features of Arab culture that influence conceptualization and treatment of childhood sexual abuse.

PubMed

Haboush, Karen L; Alyan, Hala

2013-01-01

The literature on child sexual abuse reflects growing recognition of the manner in which culture impacts the conceptualization, experience, and treatment of such cases. Despite heightened visibility of Arab Americans within the United States, population due to recent media attention, little empirical research exists on the occurrence of child sexual abuse within this population. Arab culture is often characterized by an emphasis on collectivism and familial obligations, and such features may prove to either facilitate or impede assessment and treatment of child sexual abuse, depending on how they are manifested. In terms of reporting child sexual abuse, cultural values pertaining to shame and honor as well as the stigma attached to mental health problems may influence the response to abuse. As such, enhancing the cultural competence of the therapist is key to facilitating effective cultural practice. Empirical research is required to investigate and substantiate these concepts as they relate to child sexual abuse in Arab-American populations.

Cultural experiences of immigrant nurses at two hospitals in Chile

PubMed Central

Rodríguez, Gabriel; Angélica-Muñoz, Luz; Hoga, Luiza Akiko Komura

2014-01-01

Objective to explore the cultural experiences of nurses who immigrated to Chile. The study's theoretical framework was the Purnell Model for Cultural Competence. Method Leininger's Observation-Participation-Reflection method was developed at two hospitals in the city of Santiago, and ethnographic interviews were held with 15 immigrant nurses. Results among Purnell's 12 domains, the following were identified: Overview/heritage, Communication, Workforce issues, Family roles and organization, Biocultural ecology and Health-care practices. The difficulties were related to the language and its semantic meaning, the new responsibilities and the difficult relationship with colleagues. "In search of better horizons - the decision to immigrate", "Gaining confidence and establishing a support network - employability and professional performance" and "Seeking for people's acceptance - professional adaptation in a new cultural scenario" are cultural themes that represent their experiences. Conclusions the competence to offer cultural care demands the development of public policies and continuing education programs at health institutions, specifically focused on immigrant nurses. PMID:26107824

Cultural influences on positive father involvement in two-parent Mexican-origin families.

PubMed

Cruz, Rick A; King, Kevin M; Widaman, Keith F; Leu, Janxin; Cauce, Ana Mari; Conger, Rand D

2011-10-01

A growing body of research documents the importance of positive father involvement in children's development. However, research on fathers in Latino families is sparse, and research contextualizing the father-child relationship within a cultural framework is needed. The present study examined how fathers' cultural practices and values predicted their fifth-grade children's report of positive father involvement in a sample of 450 two-parent Mexican-origin families. Predictors included Spanish- and English-language use, Mexican and American cultural values, and positive machismo (i.e., culturally related attitudes about the father's role within the family). Positive father involvement was measured by the child's report of his or her father's monitoring, educational involvement, and warmth. Latent variable regression analyses showed that fathers' machismo attitudes were positively related to children's report of positive father involvement and that this association was similar across boys and girls. The results of this study suggest an important association between fathers' cultural values about men's roles and responsibilities within a family and their children's perception of positive fathering.

Differing perceptions of safety culture across job roles in the ambulatory setting: analysis of the AHRQ Medical Office Survey on Patient Safety Culture.

PubMed

Hickner, John; Smith, Scott A; Yount, Naomi; Sorra, Joann

2016-08-01

Experts in patient safety stress the importance of a shared culture of safety. Lack of consensus may be detrimental to patient safety. This study examines differences in patient safety culture perceptions among providers, management and staff in a large national survey of safety culture in ambulatory practices in the USA. The US Agency for Healthcare Research and Quality Medical Office Survey on Patient Safety Culture (SOPS) assesses perceptions about patient safety issues and event reporting in medical offices (ie, ambulatory practices). Using the 2014 data, we analysed responses from medical offices with at least five respondents. We calculated differences in perceptions of patient safety culture across six job positions (physicians, management, nurse practitioners (NPs)/physician assistants (PAs), nurses, clinical support staff and administrative/clerical staff) for 10 survey composites, the average of the 10 composites and an overall patient safety rating using multivariate hierarchical linear regressions. We analysed data from 828 medical offices with responses from 15 523 providers and staff, with an average 20 completed surveys per medical office (range: 5-367) and an average medical office response rate of 65% (range: 3%-100%). Management had significantly more positive patient safety culture perceptions on nine of 10 composite scores compared with all other job positions, including physicians. The composite that showed the largest difference was Communication Openness; Management (85% positive) was 22% points more positive than other clinical and support staff and administrative/clerical staff. Physicians were significantly more positive than PAs/NPs, nursing staff, other clinical and support staff and administrative/clerical staff on four composites: Communication About Error, Communication Openness, Staff Training and Teamwork, ranging from 3% to 20% points more positive. These findings suggest that managers need to pay attention to the training needs of office staff, since this was an area with one of the greatest gaps in perceptions. In addition, both office managers and physicians need to encourage more open communication. As medical offices innovate to improve value, efficiency and patient-centred care, it is important that they continue to foster shared perceptions about what organisational members need, understanding that those perceptions may differ systematically by job position. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

ERIC Educational Resources Information Center

Musamali, Kennedy; Martin, Barbara N.

2016-01-01

Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct…

Cross-cultural comparison of successful aging definitions between Chinese and Hmong elders in the United States

PubMed Central

Nguyen, Annie L.; Seal, David W.

2014-01-01

The purpose of the study was to elicit the definitions of successful aging according to Chinese and Hmong elders living in Milwaukee, WI. In-depth semi-structured interviews were conducted with 44 elders (Hmong n=21 and Chinese n=23). Findings show some similarities in the Chinese and Hmong elders’ definitions though specific cultural differences exist. Chinese elders emphasized physical health and mobility, mental health, positive attitudes, shedding responsibilities, positive family relationships, financial stability, social engagement, religious faith, and accomplishments and volunteer work. Hmong elders emphasized physical health and mobility, mental health, harmonious relationships, positive family relationships, tangible family support, financial stability, social engagement, and religious faith. Cross-cultural comparisons of the findings highlight the cultural heterogeneity between these two subgroups. Implications for practice are discussed. PMID:24710950

Cross-cultural comparison of successful aging definitions between Chinese and Hmong elders in the United States.

PubMed

Nguyen, Annie L; Seal, David W

2014-06-01

The purpose of the study was to elicit the definitions of successful aging according to Chinese and Hmong elders living in Milwaukee, WI. In-depth semi-structured interviews were conducted with 44 elders (Hmong n = 21 and Chinese n = 23). Findings show some similarities in the Chinese and Hmong elders' definitions though specific cultural differences exist. Chinese elders emphasized physical health and mobility, mental health, positive attitudes, shedding responsibilities, positive family relationships, financial stability, social engagement, religious faith, and accomplishments and volunteer work. Hmong elders emphasized physical health and mobility, mental health, harmonious relationships, positive family relationships, tangible family support, financial stability, social engagement, and religious faith. Cross-cultural comparisons of the findings highlight the cultural heterogeneity between these two subgroups. Implications for practice are discussed.

A Community-Responsive Adaptation to Reach and Engage Latino Families Affected by Maternal Depression.

PubMed

Valdez, Carmen R; Ramirez Stege, Alyssa; Martinez, Elizabeth; D'Costa, Stephanie; Chavez, Thomas

2017-07-23

As family researchers and practitioners seek to improve the quality and accessibility of mental health services for immigrant families, they have turned to culturally adapted interventions. Although many advancements have been made in adapting interventions for such families, we have yet to understand how the adaptation can ensure that the intervention is reaching families identified to be in greatest need within a local system of care and community. We argue that reaching, engaging, and understanding the needs of families entails a collaborative approach with multiple community partners to ensure that adaptations to intervention content and delivery are responsive to the sociocultural trajectory of families within a community. We describe a cultural adaptation framework that is responsive to the unique opportunities and challenges of identifying and recruiting vulnerable families through community partnerships, and of addressing the needs of families by incorporating multiple community perspectives. Specifically, we apply these principles to the cultural adaptation of an intervention originally developed for low-income African American and White families facing maternal depression. The new intervention, Fortalezas Familiares (Family Strengths), was targeted to Latino immigrant families whose mothers were in treatment for depression in mental health and primary care clinics. We conclude with key recommendations and directions for how family researchers and practitioners can design the cultural adaptation of interventions to be responsive to the practices, preferences, and needs of underserved communities, including families and service providers. © 2017 Family Process Institute.

A sociocultural analysis of Latino high school students' funds of knowledge and implications for culturally responsive engineering education

NASA Astrophysics Data System (ADS)

Mejia, Joel Alejandro

Previous studies have suggested that, when funds of knowledge are incorporated into science and mathematics curricula, students are more engaged and often develop richer understandings of scientific concepts. While there has been a growing body of research addressing how teachers may integrate students' linguistic, social, and cultural practices with science and mathematics instruction, very little research has been conducted on how the same can be accomplished with Latino and Latina students in engineering. The purpose of this study was to address this gap in the literature by investigating how fourteen Latino and Latina high school adolescents used their funds of knowledge to address engineering design challenges. This project was intended to enhance the educational experience of underrepresented minorities whose social and cultural practices have been traditionally undervalued in schools. This ethnographic study investigated the funds of knowledge of fourteen Latino and Latina high school adolescents and how they used these funds of knowledge in engineering design. Participant observation, bi-monthly group discussion, retrospective and concurrent protocols, and monthly one-on-one interviews were conducted during the study. A constant comparative analysis suggested that Latino and Latina adolescents, although profoundly underrepresented in engineering, bring a wealth of knowledge and experiences that are relevant to engineering design thinking and practice.

Cultural Studies Methodologies and Narrative Family Therapy: Therapeutic Conversations About Pop Culture.

PubMed

Tilsen, Julie; Nylund, David

2016-06-01

Therapists recognize that popular media culture is an influential force that shapes identities and relationships in contemporary society. Indeed, people have serious relationships with the commodities and practices that emerge from pop culture. However, they often lack the conceptual and conversational resources to engage meaningfully with clients about pop culture's influence in their lives. Cultural studies is introduced as an interdisciplinary approach that provides frameworks for both theory and practice that position therapists and clients to critically examine the role of pop culture in their lives. Cultural studies and narrative therapy are discussed as praxis allies that share a populist political intention and counter-hegemonic discursive practices. The integration of cultural studies methodologies into narrative therapy practice with a parent and her teenage daughter is illustrated through a case vignette. © 2016 Family Process Institute.

Beyond Research "on" Cultural Minorities: Challenges and Implications of Research as Situated Cultural Practice

ERIC Educational Resources Information Center

Arzubiaga, Angela E.; Artiles, Alfredo J.; King, Kathleen A.; Harris-Murri, Nancy

2008-01-01

This article examines the cultural nature of research. This is a consequential idea as research knowledge is expected to inform professional practices for our increasingly multicultural society. We highlight theoretical and methodological limits of the traditional practice of research on cultural groups and outline research as situated cultural…

Repertoires of Cultural Practices for Enacting Play and Learning in a Playgroup

ERIC Educational Resources Information Center

Fleer, Marilyn; Hammer, Marie

2014-01-01

Variations in cultural practices between families and schools have emerged as central to many studies (Rogoff, 2003) and these dynamic variations have been named as "repertoires" of cultural practice (Gutierrez & Rogoff, 2003). Emerging from this literature has been a recognition of the dynamic tension between the cultural practices…

African American Culture and Heritage in Higher Education Research and Practice.

ERIC Educational Resources Information Center

Freeman, Kassie, Ed.

Fifteen papers examine the cultural context and history of African Americans in higher education research and practice. Papers are grouped in three parts: African American culture in higher education research; African American higher education research issues and paradigms; and African American culture and higher education policy and practice.…

Fighting with Spirits: Migration Trauma, Acculturative Stress, and New Sibling Transition-A Clinical Case Study of an 8-Year-Old Girl with Absence Epilepsy.

PubMed

Chartonas, Dimitrios; Bose, Ruma

2015-12-01

In this article, we discuss the impact of migration and acculturation processes on the cultural, personal identity, and mental health of children who immigrate to a Western, multicultural environment, and the challenges clinicians in such environments face, when confronted with non-Western idioms of distress and healing practices. We do that by presenting a challenging clinical case of an 8-year-old girl who presented with very disorganized behavior, which matches a culturally accepted construct of spirit possession, in the context of migration trauma, acculturative stress, and new sibling transition. We identify cultural conflict in school and bullying as major mediators between acculturative stress and mental distress. We also aim at identifying vulnerability, risk and protective factors, and the importance of cultural coping resources. We explore in depth the patient's cultural background and the family's belief system and culturally shaped narratives, in order to arrive at a cultural formulation, which focuses on the significance of idioms of distress in shaping psychopathology and influencing the personal and interpersonal course of trauma- and stress-related disorders. We also call attention to the finding that in children, idioms of distress may manifest themselves in a somatic manner. We argue, together with other researchers, that spirit possession deserves more interest as an idiom of distress and a culture-specific response to traumatizing events. We finally emphasize the importance of an anti-reductionist clinical stance, that is able to use different levels of understanding processes of distress and healing, and seeks to reconciliate cultural divides and integrate different explanatory frameworks and help-seeking practices.

Practical Issues in Developing a Culturally Tailored Physical Activity Promotion Program for Chinese and Korean American Midlife Women: A Pilot Study.

PubMed

Chee, Wonshik; Kim, Sangmi; Chu, Tsung-Lan; Tsai, Hsiu-Min; Ji, Xiaopeng; Zhang, Jingwen; Chee, Eunice; Im, Eun-Ok

2016-11-21

With advances in computer technologies, Web-based interventions are widely accepted and welcomed by health care providers and researchers. Although the benefits of Web-based interventions on physical activity promotion have been documented, the programs have rarely targeted Asian Americans, including Asian American midlife women. Subsequently, culturally competent Web-based physical activity programs for Asian Americans may be necessary. The purpose of our study was to explore practical issues in developing and implementing a culturally competent Web-based physical activity promotion program for 2 groups of Asian American women-Chinese American and Korean American midlife women-and to provide implications for future research. While conducting the study, the research team members wrote individual memos on issues and their inferences on plausible reasons for the issues. The team had group discussions each week and kept the minutes of the discussions. Then, the memos and minutes were analyzed using a content analysis method. We identified practical issues in 4 major idea categories: (1) bilingual translators' language orientations, (2) cultural sensitivity requirement, (3) low response rate, interest, and retention, and (4) issues in implementation logistics. Based on the issues, we make several suggestions for the use of bilingual translators, motivational strategies, and implementation logistics. ©Wonshik Chee, Sangmi Kim, Tsung-Lan Chu, Hsiu-Min Tsai, Xiaopeng Ji, Jingwen Zhang, Eunice Chee, Eun-Ok Im. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 21.11.2016.

[Twenty years of bioethics in Mexico: development and perspectives of the National Bioethics Commission].

PubMed

Ruiz de Chávez-Guerrero, Manuel Hugo

2014-01-01

Bioethics in Mexico has a history that reveals the vision and ethical commitment of iconic characters in the fields of health sciences and humanities, leading to the creation of the National Bioethics Commission responsible for promoting a bioethics culture in Mexico. Its development and consolidation from the higher perspective of humanism had the aim to preserve health, life and its environment, while at the same time the bases of ethics and professional practice from different perspectives have been the building blocks of medical practice.

Home health nursing: towards a professional practice model.

PubMed

Michaels, D B

1994-04-01

A rapidly growing caseload led this home healthcare agency in New England to develop and implement a new management structure built around the belief that 1) Professionals can manage their own practice and function as part of a self-directed work team; 2) Management's role is to foster an organizational culture which facilitates this; and 3) Total quality management is based on people-oriented service. A "flex-time" system, competitive compensation and empowerment stemming from responsible autonomy have begun to reduce turnover and enhance "word of mouth" advertising.

Organizational culture influences health care workers' influenza immunization behavior.

PubMed

Isaacson, Nicole; Roemheld-Hamm, Beatrix; Crosson, Jesse C; Dicicco-Bloom, Barbara; Winston, Carla A

2009-03-01

Low rates of influenza immunization among health care workers (HCWs) pose a potential health risk to patients in primary care practices. Despite previous educational efforts and programs to reduce financial barriers, HCW influenza immunization rates remain low. Variation in practice-level organizational culture may affect immunization rates. To explore this relationship, we examined organizational cultures and HCWs' influenza immunization behaviors in three family medicine practices. We used a multi-method comparative case study. A field researcher used participant observation, in-depth interviews, and key informant interviews to collect data in each practice in November-December 2003. A diverse team used grounded theory to analyze text data. Organizational culture varied among practices and differing HCW immunization rates were observed. The most structured and business-like practice achieved immunization of all HCWs, while the other two practices exhibited greater variation in HCW immunization rates. Physicians in the practices characterized as chaotic/disorganized or divided were immunized at higher rates than other members of the practices. In these practices, organizational culture was associated with varying rates of influenza immunization for HCWs, especially among nonphysicians. Addressing elements of organizational culture such as beliefs regarding influenza immunization and office policies may facilitate the immunization of all staff members.

Idaho National Laboratory Cultural Resource Management Plan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lowrey, Diana Lee

2009-02-01

As a federal agency, the U.S. Department of Energy has been directed by Congress, the U.S. president, and the American public to provide leadership in the preservation of prehistoric, historic, and other cultural resources on the lands it administers. This mandate to preserve cultural resources in a spirit of stewardship for the future is outlined in various federal preservation laws, regulations, and guidelines such as the National Historic Preservation Act, the Archaeological Resources Protection Act, and the National Environmental Policy Act. The purpose of this Cultural Resource Management Plan is to describe how the Department of Energy, Idaho Operations Officemore » will meet these responsibilities at the Idaho National Laboratory. This Laboratory, which is located in southeastern Idaho, is home to a wide variety of important cultural resources representing at least 13,500 years of human occupation in the southeastern Idaho area. These resources are nonrenewable; bear valuable physical and intangible legacies; and yield important information about the past, present, and perhaps the future. There are special challenges associated with balancing the preservation of these sites with the management and ongoing operation of an active scientific laboratory. The Department of Energy, Idaho Operations Office is committed to a cultural resource management program that accepts these challenges in a manner reflecting both the spirit and intent of the legislative mandates. This document is designed for multiple uses and is intended to be flexible and responsive to future changes in law or mission. Document flexibility and responsiveness will be assured through annual reviews and as-needed updates. Document content includes summaries of Laboratory cultural resource philosophy and overall Department of Energy policy; brief contextual overviews of Laboratory missions, environment, and cultural history; and an overview of cultural resource management practices. A series of appendices provides important details that support the main text.« less

Idaho National Laboratory Cultural Resource Management Plan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lowrey, Diana Lee

As a federal agency, the U.S. Department of Energy has been directed by Congress, the U.S. president, and the American public to provide leadership in the preservation of prehistoric, historic, and other cultural resources on the lands it administers. This mandate to preserve cultural resources in a spirit of stewardship for the future is outlined in various federal preservation laws, regulations, and guidelines such as the National Historic Preservation Act, the Archaeological Resources Protection Act, and the National Environmental Policy Act. The purpose of this Cultural Resource Management Plan is to describe how the Department of Energy, Idaho Operations Officemore » will meet these responsibilities at the Idaho National Laboratory. This Laboratory, which is located in southeastern Idaho, is home to a wide variety of important cultural resources representing at least 13,500 years of human occupation in the southeastern Idaho area. These resources are nonrenewable; bear valuable physical and intangible legacies; and yield important information about the past, present, and perhaps the future. There are special challenges associated with balancing the preservation of these sites with the management and ongoing operation of an active scientific laboratory. The Department of Energy, Idaho Operations Office is committed to a cultural resource management program that accepts these challenges in a manner reflecting both the spirit and intent of the legislative mandates. This document is designed for multiple uses and is intended to be flexible and responsive to future changes in law or mission. Document flexibility and responsiveness will be assured through annual reviews and as-needed updates. Document content includes summaries of Laboratory cultural resource philosophy and overall Department of Energy policy; brief contextual overviews of Laboratory missions, environment, and cultural history; and an overview of cultural resource management practices. A series of appendices provides important details that support the main text.« less

Protection of Racial/Ethnic Minority Populations During an Influenza Pandemic

PubMed Central

Fiscella, Kevin; Levine, Robert S.; Ompad, Danielle C.; McDonald, Marian

2009-01-01

Racial/ethnic minority populations experience worse health outcomes than do other groups during and after disasters. Evidence for a differential impact from pandemic influenza includes both higher rates of underlying health conditions in minority populations, increasing their risk of influenza-related complications, and larger socioeconomic (e.g., access to health care), cultural, educational, and linguistic barriers to adoption of pandemic interventions. Implementation of pandemic interventions could be optimized by (1) culturally competent preparedness and response that address specific needs of racial/ethnic minority populations, (2) improvements in public health and community health safety net systems, (3) social policies that minimize economic burdens and improve compliance with isolation and quarantine, and (4) relevant, practical, and culturally and linguistically tailored communications. PMID:19797739

The impact of religion and cultural values on AIDS education programs in Malaysia and the Philippines.

PubMed

Osteria, T; Sullivan, G

1991-01-01

This paper examines the impact of cultural values and government policies on the content of AIDS educational literature prepared by public health agencies in Malaysia and the Philippines. The literature from these countries, which has been distributed to the public and is intended to inform them of the danger of AIDS, how the HIV is and is not transmitted, and how to avoid infection, is analyzed and evaluated for effectiveness and congruence with the dominant religious tenets and cultural practices in each country, and attitudes to sexual behavior. The paper also describes the response of these countries to the AIDS pandemic, and concludes with suggestions about how this form of AIDS education can be improved.

An evaluation of the American Indian Air Quality Training Program

NASA Astrophysics Data System (ADS)

Quartaroli, Marylynn

During centuries of geographic, economic, and cultural domination, the federal government held the responsibility for the management of environmental issues on tribal lands. Today, tribes are reasserting their sovereignty in many ways, including the development of their own environmental programs. Tribal agencies desperately search for tribal members who are qualified to make decisions for the benefit of the tribes from both Western scientific and traditional cultural viewpoints. To meet this need, the American Indian Air Quality Training Program (AIAQTP) offers technical and regulatory training courses that are both scientifically up-to-date and culturally responsive to this community. This study is an evaluation of these courses. To supplement data from existing program documents and databases, I also observed five courses, sent follow-up questionnaires, and interviewed lead instructors and course participants to develop an understanding of their perceptions of the training received. Computer analysis of this quantitative and qualitative data revealed patterns and themes; an external reviewer also independently analyzed the data set. The training courses offered by AIAQTP were judged to have merit and value by the course instructors, the participants, the external evaluator, and me. Designed to be both culturally responsive and technically rigorous, these courses provided relevant and useful information and skills to the tribal environmental professionals in attendance, meeting the demands of their jobs. Although not all training needs or expectations were met, the study participants indicated their intentions to continue their education and training in air quality and other environmental media. A significant benefit of attendance at AIAQTP training courses was the development of a network of tribal professionals across the nation that acts as a support system for the implementation and continuation of changes in the professional practice for the trainees and their tribal environmental programs. As in all educational settings, there is room for improvement in course design and delivery. This study suggested that incorporating cultural considerations plays a role in effective scientific and technical training for Native students. Further, actively promoting the development of professional networks can assist in establishing a geographically dispersed community of practice supportive of personal and institutional change.

Indianizing psychiatry – Is there a case enough?

PubMed Central

Avasthi, Ajit

2011-01-01

Psychiatry is different from all other branches of medicine as it pertains on “psyche” which is intangible, effervescent and indefinable. It is influenced by interviewer and client's communication skills, personality, socio-cultural beliefs and interpretations. The inference of “normal” and “abnormal” varies across cultures and understanding of the cultural nuances is an integral part of understanding psychopathology. Knowledge gained in one culture cannot be extrapolated completely to another culture. Indian psyche is distinct as it is has been influenced by various invaders into the country, collectivism and interdependence. Because of all these factors, presentation of mental illness is different in the Indian culture and many a times it is difficult to fit patients into the categories developed by the Western world. Similar factors also influence attitude towards treatment seeking and visit to magico-religious healers and those practicing alternative system of medicine. Moreover, the principles of Western psychotherapy cannot be applied to the Indian subjects. Compared to West, family plays a vital role in all major decision in an individual's life including his treatment and care. They bear the major burden and take up the responsibility of care of the persons with mental illness and dampen the effect of limited resources. These families cope by trusting and passing on the responsibility to almighty. Hence, there is a need for Indianization of psychiatry. PMID:21772642

Activist engineering: changing engineering practice by deploying praxis.

PubMed

Karwat, Darshan M A; Eagle, Walter E; Wooldridge, Margaret S; Princen, Thomas E

2015-02-01

In this paper, we reflect on current notions of engineering practice by examining some of the motives for engineered solutions to the problem of climate change. We draw on fields such as science and technology studies, the philosophy of technology, and environmental ethics to highlight how dominant notions of apoliticism and ahistoricity are ingrained in contemporary engineering practice. We argue that a solely technological response to climate change does not question the social, political, and cultural tenet of infinite material growth, one of the root causes of climate change. In response to the contemporary engineering practice, we define an activist engineer as someone who not only can provide specific engineered solutions, but who also steps back from their work and tackles the question, What is the real problem and does this problem "require" an engineering intervention? Solving complex problems like climate change requires radical cultural change, and a significant obstacle is educating engineers about how to conceive of and create "authentic alternatives," that is, solutions that differ from the paradigm of "technologically improving" our way out of problems. As a means to realize radically new solutions, we investigate how engineers might (re)deploy the concept of praxis, which raises awareness in engineers of the inherent politics of technological design. Praxis empowers engineers with a more comprehensive understanding of problems, and thus transforms technologies, when appropriate, into more socially just and ecologically sensitive interventions. Most importantly, praxis also raises a radical alternative rarely considered-not "engineering a solution." Activist engineering offers a contrasting method to contemporary engineering practice and leads toward social justice and ecological protection through problem solving by asking not, How will we technologize our way out of the problems we face? but instead, What really needs to be done?

Empowerment in Context: Lessons from Hip-Hop Culture for Social Work Practice

ERIC Educational Resources Information Center

Travis, Raphael, Jr.; Deepak, Anne

2011-01-01

Hip-hop culture can be used as a conduit to enhanced cultural competence and practice skills through the individual and community empowerment framework. This framework is introduced as a tool for direct practice that allows social workers to understand the competing messages within hip-hop culture and how they may impact youths by promoting or…

Spray-on-skin cells in burns: a common practice with no agreed protocol.

PubMed

Allouni, Ammar; Papini, Remo; Lewis, Darren

2013-11-01

Cultured epithelial autograft (CEA) has been used for skin coverage after burn wound excision since 1981. It is used in burn units and centres throughout the U.K.; however, there appears to be no agreed standards of practice. We aimed to investigate the experience and current practice with its usage in the management of acute burn injury. An online survey was sent to twenty-five burns consultants in the U.K., who are members of the British Burn Association. We received 14 responses. Rarely have the responders agreed to the same practice in most of the questions. Different choices were given by responders with regards the indications for cell culture, techniques used, primary and secondary dressings used, first wound review timing, and measures used to evaluate outcomes. In the current economic environment, the NHS needs to rationalize services on the basis of cost effectiveness. CEA is an expensive procedure that requires an adequately sterile laboratory, special equipments and highly experienced dedicated staff. When dealing with expensive management options, it is important to have an agreed protocol that can form the standard that can be referred to when auditing practices and results to improve burn management and patients' care. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Improving patient safety culture in general practice: an interview study

PubMed Central

Verbakel, Natasha J; de Bont, Antoinette A; Verheij, Theo JM; Wagner, Cordula; Zwart, Dorien LM

2015-01-01

Background When improving patient safety a positive safety culture is key. As little is known about improving patient safety culture in primary care, this study examined whether administering a culture questionnaire with or without a complementary workshop could be used as an intervention for improving safety culture. Aim To gain insight into how two interventions affected patient safety culture in everyday practice. Design and setting After conducting a randomised control trial of two interventions, this was a qualitative study conducted in 30 general practices to aid interpretation of the previous quantitative findings. Method Interviews were conducted at practice locations (n = 27) with 24 GPs and 24 practice nurses. The theory of communities of practice — in particular, its concepts of a domain, a community, and a practice — was used to interpret the findings by examining which elements were or were not present in the participating practices. Results Communal awareness of the problem was only raised after getting together and discussing patient safety. The combination of a questionnaire and workshop enhanced the interaction of team members and nourished team feelings. This shared experience also helped them to understand and develop tools and language for daily practice. Conclusion In order for patient safety culture to improve, the safety culture questionnaire was more successful when accompanied by a practice workshop. Initial discussion and negotiation of shared goals during the workshop fuelled feelings of coherence and belonging to a community wishing to learn about enhancing patient safety. Team meetings and day-to-day interactions enhanced further liaison and sharing, making patient safety a common and conscious goal. PMID:26622035

Responding to family requests for nondisclosure: the impact of oncologists' cultural background.

PubMed

Chittem, Mahati; Butow, Phyllis

2015-01-01

Nondisclosure of cancer diagnosis is common in many Eastern countries. Consequently, immigrant families often approach oncologists with requests for nondisclosure in Western countries. To explore differences in the attitudes and practices of Western-born and nonWestern born oncologists in Australia when faced with a nondisclosure request. Using a cross-sectional design, oncologists were interviewed over the telephone. Using the snowball method, 14 Australian (Western = 9, non-Western = 5) oncologists were recruited. Oncologists participated in a semi-structured interview exploring their experiences of, and response to, a request for nondisclosure, and their perceptions of how their cultural background influenced these attitudes and responses. The interviews were transcribed and analyzed using interpretative phenomenological analysis. Six main themes emerged from the study: (1) Barriers to truthful communication, (2) an ethical and moral dilemma, (3) high costs of nondisclosure, (4) cultural influences on interpretation and understanding of requests for nondisclosure, (5) emotional impact of bad news on patients, families and oncologists, and (6) truthful disclosure as a gentle balancing act. All oncologists felt that the family request for nondisclosure was difficult, with many cultural and emotional nuances to take into consideration. Some immigrant Australian oncologists who had a similar cultural background as the patient/family, felt they could better understand the desire for nondisclosure. Irrespective of their cultural background, all oncologists acknowledged that breaking bad news had to be done in a gentle, gradual manner. The study suggests a need to develop a culturally sensitive cancer communication model.

Understanding childbirth practices as an organizational cultural phenomenon: a conceptual framework

PubMed Central

2013-01-01

Understanding the main values and beliefs that might promote humanized birth practices in the specialized hospitals requires articulating the theoretical knowledge of the social and cultural characteristics of the childbirth field and the relations between these and the institution. This paper aims to provide a conceptual framework allowing examination of childbirth practices through the lens of an organizational culture theory. A literature review performed to extrapolate the social and cultural factors contribute to birth practices and the factors likely overlap and mutually reinforce one another, instead of complying with the organizational culture of the birth place. The proposed conceptual framework in this paper examined childbirth patterns as an organizational cultural phenomenon in a highly specialized hospital, in Montreal, Canada. Allaire and Firsirotu’s organizational culture theory served as a guide in the development of the framework. We discussed the application of our conceptual model in understanding the influences of organizational culture components in the humanization of birth practices in the highly specialized hospitals and explained how these components configure both the birth practice and women’s choice in highly specialized hospitals. The proposed framework can be used as a tool for understanding the barriers and facilitating factors encountered birth practices in specialized hospitals. PMID:24215446

Guided participation in cultural activity by toddlers and caregivers.

PubMed

Rogoff, B; Mistry, J; Göncü, A; Mosier, C

1993-01-01

In this Monograph, we examine how toddlers and their caregivers from four cultural communities collaborate in shared activities. We focus both on similarities across communities in processes of guided participation--structuring children's participation and bridging between their understanding and that of their caregivers--and on differences in how guided participation occurs. We examine the idea that a key cultural difference entails who is responsible for learning--whether adults take this responsibility by structuring teaching situations or whether children take responsibility for learning through observation and through participating in adult activities with caregivers' support. We speculate that these two patterns relate to cultural variation in the segregation of children from adult activities of their community and in emphasis on formal schooling. The four communities of our study vary along these lines as well as in other ways: a Mayan Indian town in Guatemala, a middle-class urban group in the United States, a tribal village in India, and a middle-class urban neighborhood in Turkey. In each community, we visited the families of 14 toddlers (aged 12-24 months) for an interview that was focused on child-rearing practices, which included observations of caregivers helping the toddlers operate novel objects spontaneously during adult activities. Results are based on systematic analysis of patterns of communication and attention in each family in each community, combining the tools of ethnographic description, graphic analysis, and statistics.(ABSTRACT TRUNCATED AT 250 WORDS)

"It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

NASA Astrophysics Data System (ADS)

Charity Hudley, Anne H.; Mallinson, Christine

2017-09-01

Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

Cultural influences on science museum practices: A case study

NASA Astrophysics Data System (ADS)

Duensing, Sally Jeanne

This dissertation looks at how informal science museums and centers both reflect and create the cultural contexts in which they are embedded. Specifically, it explores the multiple cultural perspectives held by the staff of the Yapollo Science Center in Trinidad, West Indies. This study focuses on how these perspectives impact the science center's sense of mission, design of educational programs, and development of exhibits. The findings in this case study have implications for other science museums and learning environments. Through the conduct and analysis of interviews, group meetings and on-site observations, this study found that there are several cultural domains in which staff perspectives of museum practice are situated. These include the local popular Trinidadian culture, the formal school system, and international science center community practices. For example, learning in the science center is seen by Yapollo staff as a social endeavor, more than an individual act. There is an emphasis on group engagement and social learning processes in exhibit design and teaching programs. The impact of local culture is further evidenced by Trinidadian practices of social learning and social competition in steel pan learning and calypso competition. These practices inform images of learning at Yapollo. The study highlights the role of formal educational systems by discussing how staff's informal educational approaches have resulted in a dialectic with the local formal British based school system practices. The study also explores the ways staff have adapted exhibit and program ideas from the international science museum. The synthesis of these cultures creates its own cultural ways of thinking and practice about exhibits and pedagogy that form the shared common wisdom at Yapollo. Museum practice, in this context, is viewed as a culture shaping enterprise that is itself shaped by culture. It demonstrates that teaching and learning practices occur in, and can be reflected upon, in multiple cultural contexts. The findings of this study have implications for many other areas of sociocultural and educational research.

Teleconsultation with a developing country: student reported outcomes of learning.

PubMed

Foti, Megan K; Eleazar, Crystal; Furphy, Kimberly A

2014-01-01

This qualitative study explored the benefits of implementing (international) teleconsultation in a Master of Science in Occupational Therapy (MSOT) curriculum. Twenty-one students provided supervised teleconsultative services to individuals with disabilities in Guatemala and were responsible for completing assessments, setting goals, and providing resources to address goals and improve quality of life. Data were collected through student presentations and coded for relevant themes. Analysis revealed new learning in the areas of the occupational therapy process, cultural awareness, and technology. Three themes emerged: Increased Understanding of Awareness of and Challenges to Working with People of a Different Culture; Need for Adaptability and Flexibility as Practicing Clinicians; Emerging Role of Technology in Occupational Therapy. Based on results from this study, occupational therapy academicians should consider implementing similar programs into curricula and conduct related research in order to promote not only student learning, but also to advance the use of telehealth technology in occupational therapy practice.

Genomic view on the peopling of India

PubMed Central

2012-01-01

India is known for its vast human diversity, consisting of more than four and a half thousand anthropologically well-defined populations. Each population differs in terms of language, culture, physical features and, most importantly, genetic architecture. The size of populations varies from a few hundred to millions. Based on the social structure, Indians are classified into various caste, tribe and religious groups. These social classifications are very rigid and have remained undisturbed by emerging urbanisation and cultural changes. The variable social customs, strict endogamy marriage practices, long-term isolation and evolutionary forces have added immensely to the diversification of the Indian populations. These factors have also led to these populations acquiring a set of Indian-specific genetic variations responsible for various diseases in India. Interestingly, most of these variations are absent outside the Indian subcontinent. Thus, this review is focused on the peopling of India, the caste system, marriage practice and the resulting health and forensic implications. PMID:23020857

Genomic view on the peopling of India.

PubMed

Tamang, Rakesh; Thangaraj, Kumarasamy

2012-10-01

India is known for its vast human diversity, consisting of more than four and a half thousand anthropologically well-defined populations. Each population differs in terms of language, culture, physical features and, most importantly, genetic architecture. The size of populations varies from a few hundred to millions. Based on the social structure, Indians are classified into various caste, tribe and religious groups. These social classifications are very rigid and have remained undisturbed by emerging urbanisation and cultural changes. The variable social customs, strict endogamy marriage practices, long-term isolation and evolutionary forces have added immensely to the diversification of the Indian populations. These factors have also led to these populations acquiring a set of Indian-specific genetic variations responsible for various diseases in India. Interestingly, most of these variations are absent outside the Indian subcontinent. Thus, this review is focused on the peopling of India, the caste system, marriage practice and the resulting health and forensic implications.

Sustainability Science Education in Africa: Negotiating indigenous ways of living with nature in the third space

NASA Astrophysics Data System (ADS)

Glasson, George E.; Mhango, Ndalapa; Phiri, Absalom; Lanier, Marilyn

2010-01-01

In response to global climate change, loss of biodiversity, and the immense human impact on the carrying capacity of the earth systems, attention has been given to sustainable development worldwide. In this paper, we explore the emerging field of sustainability science within the context of the socio-cultural milieu of Malawi, a sub-Saharan African country. Through interviews in vernacular languages and observations in the field, our research explores how traditional agriculture practices of African elders may contribute to the sustainability of the environment and culture in Africa. Findings indicate that traditional farmers and food preservationists choose to practice indigenous ways of living with nature to live sustainably in a globalized economy. Further discussion elucidates how merging worldviews and hybridized knowledge and languages can be leveraged to create a third space for dialogue and curriculum development by connecting indigenous ways of living with Eurocentric science.

Practices against Culture that "Work" in Nunavut Schools: Problematizing Two Common Practices

ERIC Educational Resources Information Center

Berger, Paul; Epp, Juanita Ross

2006-01-01

Practices exist in Nunavut schools that were reported by "Qallunaat" (non-Inuit) teachers in Berger's (2001) study to "work," but that seem to be against historical Inuit culture. In this paper we discuss dangers in using such practices in schools that already erode Inuit culture, and also reasons to consider their use, then…

Using Common Formative Assessments to Promote Student Achievement: A Case Study of Practice, Leadership, and Culture

ERIC Educational Resources Information Center

Wall, Patricia T. C.

2012-01-01

It is the moral responsibility of educators to work diligently to provide every student with rich, challenging coursework in efforts to prepare them for post high school careers and education. The use of common formative assessments provides teachers with the valuable, timely information they need to make instructional decisions that will better…

Managerialism and Equalities: Tensions within Widening Access Policy and Practice for Disabled Students in UK Universities

ERIC Educational Resources Information Center

Riddell, Sheila; Weedon, Elisabet; Fuller, Mary; Healey, Mick; Hurst, Alan; Kelly, Katie; Piggott, Linda

2007-01-01

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from…

A Practical and Reflexive Liberal-Humanist Approach to International Mindedness in International Schools: Case Studies from Malaysia and Brunei

ERIC Educational Resources Information Center

Tamatea, Laurence

2008-01-01

This article explores the response to cultural diversity and international mindedness at international schools in Malaysia and Brunei. It shows that the curriculum at these schools is set within a liberal-humanist framework, which some might suggest facilitates the project of "Westernization". It argues, however, that under the (local)…

Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

ERIC Educational Resources Information Center

Sharma, Suniti; Phillion, JoAnn; Malewski, Erik

2011-01-01

In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's…

The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students: A Case Study

ERIC Educational Resources Information Center

Ibrahim-Balogun, Ayanna

2011-01-01

African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area of literacy, writing scores of African American children are plummeting across the nation on standardized assessments. The present study was designed to inform classroom practices about…

Identifying the History and Logic of Negative, Ambivalent, and Positive Responses to Literature: A Case-Study Analysis of Cultural Models

ERIC Educational Resources Information Center

Thein, Amanda Haertling

2009-01-01

This paper begins with the assumption that the interpretive practices people acquire in social worlds often transfer to their stances toward and interpretations of worlds encountered in literature (Beach, Thein, & Parks, 2007). The goal of this paper is to identify the history and logic behind one student's negative, ambivalent, and positive…

Re-Framing Inclusive Education through the Capability Approach: An Elaboration of the Model of Relational Inclusion

ERIC Educational Resources Information Center

Dalkilic, Maryam; Vadeboncoeur, Jennifer A.

2016-01-01

Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational…

Funds of Knowledge and Culturally Responsive Leadership: Transforming a Failing School in a Postcolonial Border Context

ERIC Educational Resources Information Center

Dugan, Thad; Ylimaki, Rose; Bennett, Jeffrey

2012-01-01

This case study summarizes the leadership practices of Rosa Davis as she meets with community members and staff to discuss Hope Academy's growth over the past 5 years. Davis began her tenure needing to mend relationships with the local Tribe and community after the district's governing board decided to reconstitute the school. The school's…

Indian Families in the U.S. Who Have Children with Disabilities: Implications for Inclusive and Culturally Responsive Practices

ERIC Educational Resources Information Center

Antony, Pavan John; Banks-Joseph, Susan Rae

2010-01-01

A grounded theory approach is used to explore the "lived experiences" of two upper-middle-class families from India who have children with disabilities. Findings provide insight into the parents' beliefs and perceptions about disabilities, their goals and expectations for their children, and their views of inclusive education programs.…

Exploring Responses to Transformative Group Therapy for Orphaned Children in the Context of Mass Orphaning in Botswana

ERIC Educational Resources Information Center

Thamuku, Masego; Daniel, Marguerite

2013-01-01

In the context of AIDS, the Botswana Government has adopted a group therapy program to help large numbers of orphaned children cope with bereavement. This study explores the effectiveness of the therapy and examines how it interacts with cultural attitudes and practices concerning death. Ten orphaned children were involved in five rounds of data…

Parent Training with High-Risk Immigrant Chinese Families: A Pilot Group Randomized Trial Yielding Practice-Based Evidence

ERIC Educational Resources Information Center

Lau, Anna S.; Fung, Joey J.; Ho, Lorinda Y.; Liu, Lisa L.; Gudino, Omar G.

2011-01-01

We studied the efficacy and implementation outcomes of a culturally responsive parent training (PT) program. Fifty-four Chinese American parents participated in a wait-list controlled group randomized trial (32 immediate treatment, 22 delayed treatment) of a 14-week intervention designed to address the needs of high-risk immigrant families.…

Making Schools More Responsive to At-Risk Students. ERIC/CUE Digest No. 60.

ERIC Educational Resources Information Center

Pallas, Aaron M.

Current approaches to educating at-risk students are the result of several shifts in thinking over the last 35 years, and a new way of defining at-risk students is needed to permit changes in school policy and practice to meet these students' needs. Cultural deprivation was originally considered the single cause of at-risk status. Subsequently,…

Band-Aids Don't Fix Bullet Holes. A Response to "We Were There Too: Learning from Black Male Teachers in Mississippi about Successful Teaching of Black Students"

ERIC Educational Resources Information Center

Jackson, Melinda; Green, Dari; Martin, Lori Latrice; Fasching-Varner, Kenneth J.

2016-01-01

Hayes, Juarez, and Escoffery-Runnels (2014) analyzed the educational philosophies and pedagogical practices of two educators to understand how personal and professional experiences individually and collectively influenced their approach to teaching. Using oral histories, they presented an argument of why culturally relevant and social…

Making Sure They Make It! Best Practices for Ensuring the Academic Success of First-Generation College Students. CIC/Walmart College Success Awards Report

ERIC Educational Resources Information Center

Strand, Kerry J.

2013-01-01

A baccalaureate degree is essential to success in the contemporary United States. The degree offers improved economic security and the development of capabilities such as critical thinking, effective communication, quantitative reasoning, creativity, problem solving, personal and social responsibility, and social and cultural capital. Failure to…

Mentoring Young Men of Color: Meeting the Needs of African American and Latino Students

ERIC Educational Resources Information Center

Hall, Horace R.

2006-01-01

This book investigates the value of school-based mentoring (SBM) in the lives of adolescent African America and Latino males and offers alternative, more positive ways in which society can embrace them. Understanding that mentoring is a cultural practice, this book informs schools and communities of the roles and responsibilities that they have in…

Party Animals or Responsible Men: Social Class, Race, and Masculinity on Campus

ERIC Educational Resources Information Center

Sweeney, Brian

2014-01-01

Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a "party school" in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas…

Measurement Equivalence of the Job Descriptive Index Across Chinese and American Workers: Results from Confirmatory Factor Analysis and Item Response Theory

ERIC Educational Resources Information Center

Wang, Mo; Russell, Steven S.

2005-01-01

Despite increased awareness of practical issues in multinational data collection, few studies have addressed the issue of measurement equivalence across Western and Eastern cultures, especially using measures of job attitudes. Therefore, the measurement equivalence of the Job Descriptive Index (JDI) was examined across 2,638 Chinese workers and…

Utilizing Participatory Action Research to Foster Effective Family/School Collaboration at an Urban PreK-8 Catholic School

ERIC Educational Resources Information Center

Shriberg, David; Schumacher, Ruth; McMahon, Kara C.; Flores, Sofia; Moy, Gregory E.; Swidzinski, Joanna; Tompkins, Nicole A.

2012-01-01

This paper describes a study focused on promoting culturally responsive collaboration practices at an urban preK-8 Catholic school. Using participatory action research (PAR) as its framework, a team of school stakeholders and university faculty and students from the psychology department partnered to create a participant-driven data collection and…

The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners.

ERIC Educational Resources Information Center

Kong, Ailing; Pearson, P. David

2003-01-01

Describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Reveals a gradual release of responsibility from the teacher to students as they developed the knowledge…

Perceptions of giving birth and adherence to cultural practices in Chinese women.

PubMed

Callister, Lynn Clark; Eads, Megan Nicole; Yeung Diehl, Jenny Pui See

2011-01-01

To compare the childbirth experiences of Chinese women living in varied sociocultural contexts. Qualitative study of 34 Chinese women who had given birth in their country of origin (the People's Republic of China [PRC] or Taiwan) and Chinese women who immigrated to the United States. This research provides insights into the perspectives of mothers living in varied sociocultural contexts. Themes included expecting a child and defining birth expectations, experiencing giving birth, adhering to cultural beliefs and practices, and framing birth within sociocultural context. There are cultural beliefs and practices associated with giving birth in all cultures, and because there is such rich cultural diversity in the United States, it is important for nurses caring for childbearing women to understand Chinese cultural beliefs and practices in order to provide culturally competent care.

Perinatal Practices & Traditions Among Asian Indian Women.

PubMed

Goyal, Deepika

2016-01-01

As the population in the United States grows more diverse, nurses caring for childbearing women must be aware of the many cultural traditions and customs unique to their patients. This knowledge and insight supports women and their families with the appropriate care, information, and resources. A supportive relationship builds trust, offers guidance, and allows for the new family to integrate information from nurses and other healthcare providers with the practice of certain perinatal cultural traditions. The Asian Indian culture is rich in tradition, specifically during the perinatal period. To support the cultural beliefs and practices of Asian Indian women during this time, nurses need to be aware of and consider multiple factors. Many women are navigating the new role of motherhood while making sense of and incorporating important cultural rituals. The purpose of this article is to provide an overview of perinatal cultural practices and traditions specific to the Asian Indian culture that perinatal nurses may observe in the clinical setting. Cultural traditions and practices specific to the pregnancy and postpartum period are described together with symbolism and implications for nursing practice. It is important to note that information regarding perinatal customs is provided in an effort to promote culturally sensitive nursing care and may not pertain to all Asian Indian women living in the United States.

A cross-cultural investigation of inhibitory control, generative fluency, and anxiety symptoms in Romanian and Russian preschoolers.

PubMed

Cheie, Lavinia; Veraksa, Aleksander; Zinchenko, Yuri; Gorovaya, Alexandra; Visu-Petra, Laura

2015-01-01

The current study focused on the early development of inhibitory control in 5- to 7-year-old children attending kindergarten in two Eastern-European countries, Romania and Russia. These two countries share many aspects of child-rearing and educational practices, previously documented to influence the development of inhibitory control. Using the Lurian-based developmental approach offered by the Developmental Neuropsychological Assessment battery, the study aimed to contribute to cross-cultural developmental neuropsychology by exploring (a) early interrelationships between subcomponents of inhibitory control (response suppression and attention control) and generative fluency (verbal and figural) in these two cultures, as well as (b) the predictive value of external factors (culture and maternal education) and individual differences (age, gender, nonverbal intelligence, trait anxiety) on inhibitory control and fluency outcomes in children from both countries. First, findings in both culture samples suggest that even at this young age, the construct of inhibitory control cannot be considered a unitary entity. Second, differences in maternal education were not predictive of either inhibitory control or fluency scores. However, children's attention control performance varied as a function of culture, and the direction of these cultural effects differed by whether the target outcome involved performance accuracy versus efficiency as an output. Findings also confirmed the previously documented intensive developmental improvement in preschoolers' inhibitory control during this period, influencing measures of response suppression and particularly attention control. Finally, the results further stress the importance of individual differences effects in trait anxiety on attention control efficiency across cultures.