Toward a "Pedagogy of Reinvention": Memory Work, Collective Biography, Self-Study, and Family

In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, emotional, temporal, contextual, and cognitive interpretations of past and present, we aim to make our pasts useable for our futures. We discuss the ways in which memory, experience, and reinterpretations of both as interplays among past, present, and context contribute to our reinvention of teaching practices. </jats:p

Where Are They Now? Where Are We Now?

In this paper we, a research team comprising one professor of education and four graduate students document our reflections on questions we have about the challenges of documenting the impact of teacher education coursework and on our collective research. This paper is organized into three, separate sections. In the first section we present data that Patricia collected while observing Renee teach the same group of prospective English students over two semesters. These courses, C&I 301 (Introduction to Teaching in a Diverse Society) and C&I 302 (Teaching Diverse Middle Grades Students), are the first two courses in a four course sequence that integrate methods of teaching English with critical analysis of schooling and with reflection on one’s own transition from student to teacher. For the two subsequent courses (C&I 303, Teaching Diverse High School Students; C&I 304, Assessing Secondary School Students) the students were taught by different instructors and, during C&I 304, were student teaching. The term, “diversity” is included in the course titles because the teacher education program emphasizes that multicultural education is not a separate course, but that celebrating and working productively with a diverse student population is embedded in everything we do as teachers of adolescents (and adults). In this paper we respond to two recommendations Renee and Patricia have raised in previous works (Clift & Brady, 2003; Clift, 2004) in that we are exploring the ways in which longitudinal study can be incorporated into self-study; we are also using friendly critics (Patricia, Raul, Jason, and Soo Joung) as we analyze Renée’s teaching and the potential impact of her courses (as well as that of the larger teacher education program) on thirteen teacher education graduates’ developing practice. (These graduates have all been out of the teacher education program for two years now.) As our work proceeded we realized that as a team we were grappling with issues of power, authority, and voice in both the selfstudy and larger study. We have shaped this paper to allow others to glimpse our process and the questions it continues to raise for our work

The role of the multi-professional consultant practitioner in supporting workforce transformation in the UK

There is an urgent need to transform health and social care to take a whole systems approach to meet health and social care need and address health inequalities in partnership with citizens and communities to focus on what matters to them. Pivotal to this is transformation of the healthcare workforce to develop the capabilities required and offer career progression and development opportunities to attract and retain staff. The contribution that multi professional consultant practice roles can make as system leaders to this challenge is highlighted across the five domains of multi-professional consultant level practice: 1) strategic and enabling leadership; 2) learning, developing, improving practices; 3) embedded research and inclusive evaluation; plus 4) process consultancy combined with 5) the credibility of professional expertise. The interdependence of these domains is a crucial part of the role, and its inbuilt flexibility is an asset which enables changing priorities and community needs to be addressed in partnership with people. The multi-professional skillset also contributes to developing effective cultures of learning at every level of the health and care system. This feature enables change to be embedded sustainably through drawing on and valuing the contribution of all and developing good places to work – instrumental in both workforce retention and innovation. Multi-professional consultant practice roles are an invaluable resource that needs to be at the forefront of system transformation ARTICLES AJPP 3 Vol 3, No2 (2022) and recognised as catalytic for achieving strategic priorities by commissioners. This paper provides three consultant level practice case studies in pharmacy, nursing, and allied health practice to illustrate impact and outcomes on population health priorities. There is an urgent need to invest in workforce education and development if the future vision for people centred integrated health and social care is to be realised and sustained in the longer term. This requires investment in commissioning consultant practitioner roles as systems leaders and creating attractive career progression and development frameworks for practitioners to progress from enhanced to advanced to consultant practitioner level roles

Identifying a predictive relationship between maximal flow rate and viscosity for subcutaneous administration of macromolecules with recombinant human hyaluronidase PH20 in a miniature pig model

AbstractSubcutaneous (SC) infusion of large volumes at rapid flow rates has historically been limited by the glycosaminoglycan hyaluronan (HA), which forms a barrier to bulk fluid flow in the SC space. Recombinant human hyaluronidase PH20 (rHuPH20) depolymerizes HA, temporarily eliminating this barrier to rapid SC delivery of large volume co-administered therapeutics. Using a miniature pig model, in-line pressure and applied force to the delivery hardware were measured when subcutaneously infusing a representative macromolecule (human polyclonal immunoglobulin [Ig]), at varying concentrations and viscosities (20–200 mg/mL), co-formulated with and without rHuPH20 (2000 U/mL and 5000 U/mL). Maximal flow rate (Qmax) was calculated as the flow rate producing a statistically significant difference in mean applied force between injections administered with or without rHuPH20. There was a significant reduction in mean applied force required for SC delivery of 100 mg/mL Ig solution with 5000 U/mL rHuPH20 versus Ig solution alone. Similar significant reductions in mean applied force were observed for most Ig solution concentrations, ranging from 25–200 mg/mL when administered with or without 2000 U/mL rHuPH20. Qmax was inversely proportional to Ig solution viscosity and Qmax for solutions co-formulated with 5000 U/mL rHuPH20 was approximately double that of 2000 U/mL rHuPH20 solutions. Mathematical simulation of a hypothetical 800 mg Ig dose co-formulated with rHuPH20 showed that delivery times <30 s could be achieved across a broad range of concentrations. Addition of rHuPH20 can help overcome volume and time constraints associated with SC administration across a range of concentrations in a dose-dependent manner

Playing it Safe as a Novice Teacher: Implications for Programs for New Teachers

Prompted by the continuing attrition rate of novice teachers, this study examines 1st-year teachers’ needs in the context of a university-regional partnership sponsored support program for novice teachers, the Novice Teacher Support Project (NTSP). Using the concept of reality shock as occurring in the interaction of person and environment, the authors examined novice teachers’ expressed needs and how those needs are met. Throughout all the findings, the novice teachers expressed a need for safety, a mix of support and challenge that was best provided by a combination of both internal resources from the district and external resources such as the NTSP. The authors suggest conceptualizing support as an interactive process that includes person, school context, support context, and personal relationships. This can help support the creation of the type of emotionally and professionally safe environments new teachers need to develop their professional lives

Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, Restructuring Teacher Education through Collaborative Action Research, Journal of Teacher Education, 41(March-April, 1990), 52-62.

Describes an action research project at University of Houston in teacher education based on inquiry and reflection