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The purpose of this paper is to report on an interprofessional (IPE) student training scheme recently conducted in three care homes across the Northwest of England. The intervention was designed as a feasibility study to explore the impacts such schemes have on residents, students and care home staff. Additional lessons emerged that contribute to the design and direction of future IPE initiatives in other care homes and care settings.

This case study outlines how the intervention was designed and implemented and the findings from its evaluation. This paper uses Biggs’ (1993) presage–process–product framework to evaluate the process of setting up care homes as a site of collaborative learning.

Collaborative working between stakeholders is necessary for the successful implementation of IPE in care home settings. The process is complex and requires communication and commitment across all levels of engagement. For this model to grow and have a beneficial impact on older people’s lives, there are layered factors to consider, such as the socio-political context, the characteristics of the individuals who participate and diverse approaches to learning.

This case study reports the subjective views of the research collaborators. While this raises the potential for bias, it presents an “insider” perspective of the research process and offers learning that might be beneficial in efforts to run future IPE training schemes.

To the best of the authors’ knowledge, no other research studies or published interventions have been identified that explicitly address the experiences of implementing an IPE training scheme in UK care home settings. This paper will therefore be useful to academic researchers, individuals managing student placements and to health and social care staff who wish to learn about of the value of IPE learning schemes.

Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leadership supports these shifts but does not examine the conditions under which principal supervisors are able to persist and grow in taking a teaching-and-learning approach specifically. What are those conditions? The paper aims to discuss these issues.

This paper addresses that question through a re-examination of data from two studies with socio-cultural learning theory as the conceptual framework. The authors primarily use observation data (approximately 760 hours), supplemented by 344 interviews and reviews of hundreds of documents.

Contrary to extant research the authors did not associate high quality outside coaching with the positive cases of principal supervision. Nor did hiring principal supervisors with requisite prior knowledge explain why some principal supervisors regressed and grew. Findings underscore the importance of supervisors of principal supervisors (SPSs) being principal supervisors’ main mentors and principal supervisors not over-relying on others for assistance but actively leading their own learning, especially through work with colleagues and protecting their time themselves.

This analysis distinguishes conditions that support principal supervisors in taking a teaching-and-learning approach to their work with principals. The authors elaborate key roles for chief academic officers and others who supervise principal supervisors typically overlooked in policy and research on district leadership. Findings reinforce the importance of mentoring to learning and also district leaders serving as main mentors for each other, rather than relying on outside coaching.

NEJE Editors interview Cindi Bigelow: director of activities at Bigelow Tea

The purpose of this study is to validate an explanatory structural equation model for the evaluation of territorial branding tourism policies for local development and its application in cities in Mexico and Colombia.

A sample was calculated for finite populations of residents in the municipalities of Girón Santander, Colombia and El Fuerte, Sinaloa, Mexico, of 125 individuals for each locality, in total, 250 individuals. The study includes three latent variables, which in turn constitute three models (Model 1: State and Public Policies; Model 2: Territorial Brand for Development; Model 3: Local Development) to explain the multiple relationships with the observable variables. The results were analyzed by using IBM AMOS software (SPSSS Extension), using the maximum likelihood method.

Multiple relationships between the variables were evident, with excellent to acceptable indices. Model 1 (CMIN/DF = 1.742; CFI = 0.948; RMSEA = 0.057; PClose = 0.059) Model 2 (CMIN/DF = 1.528; CFI = 0.921; RMSEA = 0.073; PClose = 0.044). Model 3 (CMIN/DF = 3.210; CFI = 0.951); RMSEA = 0.057; PClose = 0.049), obtaining an adequate fit. The correlations between the variables reveal that the tourism policy is weak in both contexts, in its implementation in terms of the participation of residents in decision-making with respect to the management of the policy and in the lack of education and training of collaborators/workers to provide a better tourism service.

It was possible to establish that the measurement model is applicable in the municipalities of the two countries by considering the similarities in tourism policies, as well as the differences (social, cultural, political and economic), but with a need for explicit articulation between the pillars of the territorial brand with the legitimized public policy.

This study contributes to the generation of new knowledge in relation to territorial branding from residents, within the framework of a tourism policy, allowing to establish its limitations in terms of implementation.

The purpose of this paper is to report on an exploratory study, Project En-ELT (enhancing English language learning and teaching), which used lesson study to mediate curriculum innovation to enhance student learning by engaging teachers in learning and implementing effective English language teaching strategies and formative assessment practices in seven lower secondary schools in Singapore over two years. It aims to portray how lesson study can be adapted to build teacher pedagogical capacity in carrying out the language development goals formulated in the revised national English Language Syllabus 2010.

Project evaluation is embedded systematically into the research design from the very beginning of the pilot to in between each step of lesson study process across three consecutive cycles in order to evaluate the effectiveness of the pilot program from the project advisors’, participating teachers’ and students’ perspectives. Both the quantitative and qualitative data were collected in and across the instructional steps and lesson study cycles to create immediate evidence-based feedback to inform continuous on-going adjustment and improvement.

Findings indicate that across the three cycles the lesson study teams moved from isolated to collaborative planning; from poor understanding and mechanical execution of the retelling strategy to a more sophisticated and skilful use of reciprocal teaching. An increase was found in teacher confidence and positive attitude towards the value of the project in developing their language and teaching effectiveness. There was enhanced student engagement and collaborative participation in the lessons while assessment for learning was fostered in the classroom.

Program evaluation provided feedback loops to ensure that each enactment stage and cycle learns from and builds on the limitations and strengths of the previous one(s) so internal consistency, continuity and coherence can be achieved for concrete implementation; different perspectives from the project officers/researchers, teachers and students were collected consistently and analyzed to gauge the accuracy of the findings; the collaboration between Ministry of Education curriculum officers, specialists and teachers, through lesson study, was able to create democratic relations rested upon interdependence, and mutual respect and trust; and it provides an illustrative case of how lesson study can be used effectively to help schools carry out national curriculum and pedagogical innovations. The project has important implications for addressing the issues of implementation and sustainability of innovative curriculum practices.

This chapter explores the concept of authenticity in the context of today’s highly competitive hospitality industry. Drawing on the multi-sited ethnographic case study of Ziferblat, the world’s first pay-per-minute cafe franchise, the author examines how the imperative of authenticity is addressed by small international enterprises falling in between the categories of chain and independent. By tracing how Ziferblat’s original concept, shaped by the personal and socioeconomic background of its founder, was subsequently transformed by the local teams and adapted to different cultural-geographical contexts, this chapter adds new empirical evidence to the dynamic and pluralistic notion of multiple authenticities.

The Capitol Mall is a very complex urban area adjacent to downtown Phoenix, where Governmental buildings exist side by side with a historic residential neighborhood, warehouse buildings, an under-construction human services campus, vacant lots, and many homeless people on the streets. This area has been 'forgotten' in recent efforts to revitalize downtown Phoenix. The Capitol Mall project involved two studios - Architecture and Planning - conducted simultaneously during spring 2005. The planning studio was intended to develop a revitalization plan and the architecture studio was charged with developing specific programs and projects of urban design and architecture.

The purpose of this paper is threefold: 1) to introduce our studios as examples of community embeddedness, 2) to discuss our pedagogical approaches and the project's outcomes, and 3) to present a set of lessons learned that can be valuable to others teaching similar joint studio arrangements. In brief the five lessons are: a) joint studios can have different approaches to reality, b) interdisciplinary studios can benefit from different methodologies and outcomes, c) planning and architecture studios use classroom resources differently, d) joint studios display creativity in different ways, 5) interdisciplinary studios can lead to joint discovery and re-enforcement of learning experiences.