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Context The growing emphasis on teamwork within the National Health Service (NHS) has made it a priority to understand how health care teams learn together and cope with change. Objectives This study aimed to explore how collective learning and change happen in primary care teams and how the process varies across the disciplines of general medical practice, pharmacy and dentistry. Methods This study reports on qualitative data gathered from 10 primary care teams over 1 year, by means of observational visits and 38 semi-structured interviews. Results Informal collective learning is a powerful team coping mechanism that develops through experiential, evolving and implicit learning processes. These processes are predominantly relational in that they rely on the extent to which team members know and understand one another as people. This makes shared learning an effective but ‘messy’ dynamic, the motivation for which is internally generated by the team itself. Teams report that if they cannot learn together, they cannot meet patient needs. Conclusions These findings demonstrate that teams share their knowledge because they believe it has value, not because they are driven by external incentives or are monitored. This challenges the prevailing assumption that, to be effective, interprofessional learning should be externally managed. As health care develops, it will become increasingly important to consider how to support the internal learning processes of care teams as they navigate complex organisational changes and the shared learning experiences that characterise those changes. Those who support learning and development within the NHS should therefore focus on how relational processes, as well as educational content, contribute to a team’s collective learning capability and the quality of care its members provide. [ABSTRACT FROM AUTHOR]

The paper introduces a new approach to reflecting and acting called participatory and appreciative action and reflection (PAAR). It explores its potential to enable individuals and groups to move forward, to improve their working practices and lives in particular communities and contexts. The paper situates PAAR in the historical context of participatory and action research and reflective learning. It suggests that using PAAR requires four strategic 'turns'. By turn we mean a change in direction from one way of thinking and practising to another. The four turns are: (i) away from a preoccupation with changing behaviours in order to solve problems, with 'fixing' things and an engagement in deficit-based discourses, towards the development of appreciative insight, understanding the root causes of success and sustaining strengths-based discourses in order to amplify those things that will help build a better future from the positive present; (ii) away from self-learning (individualism and isolation) and towards collective learning through interconnectedness, appreciative knowledge sharing and the use of new forms of communications technology which enable simultaneous action in dispersed geopolitical spaces; (iii) away from one way of knowing and one perspective on truth to an acceptance of more pluralistic view of ways of knowing, of understanding human experience and putting this knowing to good use; (iv) away from reflective cycles and spirals and towards the use of a reflective learning (r-learning) framework comprising four mutually supportive processes. They are those of developing an appreciative 'gaze', of reframing lived experience, of building practical wisdom and of achieving and moving forward. [ABSTRACT FROM AUTHOR]

The purpose of this study was to provide an exploratory investigation of college-level instructors' sense of teaching and collective efficacy. We investigated the relations of teacher- and collective-efficacy with a series of variables: experience, professional level, age, gender, academic domain (for teacher-efficacy only), and academic department (for collective-efficacy only) as well as the relationship between collective- and teacher-efficacy. Data from 117 graduate students, lecturers, and faculty were analyzed. Differences in teacher-efficacy were found with respect to gender and academic domain. Differences in collective-efficacy were not found across departments, experience levels, or professional levels. Teacher-efficacy was significantly correlated with collective-efficacy. [ABSTRACT FROM AUTHOR]

This study replicates Hwang et al. (2005) with a different cohort of accounting majors. This study also extends Hwang et al.'s (2005) article by exploring the effectiveness of employing cooperative learning pedagogy to enhance students' learning outcomes at both the application level and analysis level of knowledge (Bloom 1956). Different from the original paper, this study evaluates participants' learning outcomes using cases with supporting calculations, instead of multiple-choice questions. Overall, this study finds that cooperative learning is a more effective pedagogy than traditional lecture for students who were raised and educated in a passive learning environment. Limitations and possible directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

A skilled and flexible labour force is often given recognition as one of the key features of industrial clusters of similar enterprises. In clusters of small enterprises, knowledge and skills are not embedded in firms, but in the local labour force and the movements of a skilled and flexible labour force serve as a channel for knowledge transfer between enterprises. Surprisingly, few studies have looked at how knowledge transfer through the labour market takes place. This paper uses the furniture cluster in Metro Cebu (the Philippines) as a case in point to identify the transfer of knowledge and skills between workers in the context of a low-technology cluster. While knowledge and skills are transferred easily between workers, there are a number of difficulties for the labour market to serve as a model for the generation of new knowledge and hence upgrading of the Cebu cluster. The difficult combination of traditional artisanal knowledge and skills with formal knowledge on furniture-making hinders the effective utilization of the labour force as the key asset for competitiveness of the cluster. [ABSTRACT FROM AUTHOR]

The project Educational City follows the aim of building an organized community, autonomous and supportive, able to live in the difference and solve problems peacefully. Educational City is a project that asserts the collective and the public, the politic and ethic, and seeks for modernity by the use of education as a mainly communicative phenomenon, which should be able to enhance the capacity of society for deciding its own destiny, establishing changes in citizens' behavior, aiming for building democracy and citizenship as a result of a collective process. [ABSTRACT FROM AUTHOR]

The article describes the author's experiences of using an innovative teaching idea in a cross-age program. Cross-age programs are easier to mount in a contained school system, like an elementary school, where one set of students is a short walk away from the other set. The difficulties of mounting and sustaining meaningful cross-age experiences for college students are real. Logistics, time, transportation, and liability are all issues. Because they can be cumbersome and time-consuming to implement fully, too many good teaching ideas seldom find their way into practice. For three semesters, I have attempted to put one of those good ideas into practice, and, while my implementation has been far from ideal, the results clearly reinforce the value of that idea. The idea is partnering struggling older students with younger students, something I have done on a modest scale in my intermediate developmental reading and writing class at a large community college in a medium-sized city in New York.

The purpose of this qualitative research was to determine the ways that knowledge is constructed and used by emergent citizen's groups (ECGs are grassroots, action-oriented, problem-solving groups) engaged in environmental conflicts, and by a state government environmental regulatory agency that interfaced with them. Four historical-organizational/observational case studies of conflict dynamics involving ECGs and the government were undertaken. Case studies in a qualitative research paradigm were used since they particularize information in a complex, process oriented manner that reports life experiences. All of the grassroots groups in the study cited 'education' as a goal of their organizations. The research documented the struggle for who controls the meaning of hazardous scenarios. ECGs were cultural producers at the local level, developing the intellectual and moral faculties of the community, especially through collective education and collaborative and social learning. The state agency, on the other hand, constructed intellectual and moral capacity from a bureaucratic locus. As such, both were instrumental in community learning, as well as sites of contest. The results show that regulators most frequently relied on 'codified' or 'official' knowledge that reproduced the status quo. ECGs constructed 'fugitive' knowledge that escaped the control of institutional specialists, and that reinforced their local (and at times global) interests. Bureaucrats seldom used local knowledge to make environmental decisions. Citizens responded with rebellious collective action, quiescence and at times despair. [ABSTRACT FROM AUTHOR]

In an experimental format. thirteen University of Miami doctoral students and their Curriculum and Computing professor explore questions about the hidden and null curricula in schooling. The article not only examines theoretical contributions but also provides anecdotal case studies as examples. [ABSTRACT FROM AUTHOR]

This article provides a brief characterization of two education theorists from the beginning of the twentieth century. That was a tumultuous period, with experimental and laboratory models to promote significant changes in which the masses were served by public education. John Dewey and his laboratory model with its ''progressive ideas" will be compared and contrasted to Anton Makarenko's assumption of "educational collectives." The importance these two theorists have on correctional education will be discussed, along with a brief introduction of influential persons in correctional education. Both men had enormous impact on education practices in two opposite political and social structures of the day; Dewey in the United States and Makarenko in the Soviet Union. INSET: Use of Voice in Juvenile Correctional Education. [ABSTRACT FROM AUTHOR]

The article describes two kibbutz secondary schools that have absorbed city children and seeks to examine whether and to what extent kibbutz educational perceptions reflect integration between kibbutz and city children. In both schools absorption and integration are central educational themes. This policy is expressed in arrangements in both schools and kibbutz that stress social and academic integration of the city children with their kibbutz peers. Components of collective education, which emphasize values, cooperation, and education for a life of work contribute much to the encounter with city children. This group is exposed to varied venues of social and work activities, and this advances the process of integration into the absorbing society. However, the situation is different with regard to individualistic components in the educational policy that nurture individual achievements. These obstruct integration, because those doing the absorbing fear that academic progress will suffer as a result of taking in students from weaker population strata. [ABSTRACT FROM PUBLISHER]

The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers' collective innovativeness. • Teacher autonomy and school culture influence collective teacher innovativeness. • Teacher autonomy and collaboration are positively interrelated. • A collaborative culture promotes teachers' participation in professional learning. • Collective participation in professional learning enhances innovativeness. [ABSTRACT FROM AUTHOR]

An essay is presented on the struggle among Holocaust survivors toward rehabilitation. It notes a comparison of the agricultural training that wa given between Kibbutz Buchenwald and other groups. An evaluation was also carried out on Kibbutz Buchenwald in terms of a larger context of life among Holocaust Survivors towards communal living during postwar Europe.

The article examines educational implications of changes on the Kibbutz in Israel. The role of the children's houses and the teacher-nurses on the psychological development of the child is examined. In particular, radical changes in patterns of psychological development of the children are explored. Illustrations of the aspiration of Kibbutz to be loyal to some of the progressive formulations in education are presented. A development parallel to Kibbutz education, the school internat or boarding schools in the Russian system, is analyzed.

Examines the relationship between the scientific knowledge base for medicine and the professional knowledge which clinicians utilize in practice. Role of problem-based learning in the integration of academic and professional knowledge; Importance of collective knowledge in medicine; Need for approaches to training and development in collective professional knowledge.

The article focuses on the environment of February month for the students to begin to make initial observations about an area, whether it may be country, city, or suburb. There has been presented the synopsis of two trade books for the month of February including "I Took a Walk," by Henry Cole and "Secret Place," by Eve Bunting. In the first book the observations made by a boy about different animals, insects, and birds have been presented, who takes a walk through the woods on a spring day. In the second book, the fictional story of a boy who finds an area of outdoor serenity in the heart of a big city and the observations made by the boy have been presented. In both the books, the children use the science-process skills of observation and communication during their walks and when they describe what they found on their journey. These science-process skills and activities help the students integrating the environmental appreciation into the curriculum. Providing these opportunities to students not only improve the science-process skills but also improve reading skills as well.