Module 6: Book Club

Part 1: Worksite.

To continue from last week, I am on the search committee for a tenure-track position. We have now whittled down the list of candidates to interview to 16. Sixteen down from 71. Our chair is working on getting them all scheduled for this week. I am not sure how we will be able to do it with our schedules, but the plan is to have at least three of us conducting each interview. I am relieved that we have at least gotten to this point. I do feel like there will be a bit of relativism from this point on. Meaning, our interpretations of the candidates will be tainted, both in good and bad ways, with our experiences coming into this situation. There are many lessons to be valued and utilized so we can select a good candidate, but at the same time, we are likely not going to find consensus. This concerns me as there is the potential for people to dig in their heels and not compromise or worse. People may not care enough to fight for things. Many of us are already feeling stressed and tired of this process because of the time constraints. I relate this back to my research. How will I be able to create an environment that will encourage participation, collaboration, and prevent burnout?

Part 2: Observation.

On April 18, I observed a book club, Coffee, Tea & Books, through the City of Tempe Library. They were discussing What She Left Behind by Ellen Marie Wiseman. It was held in the Connections Café. Six women attended this discussion. During first fifteen minutes, the women chatted in small groups in a social manner. One woman called the discussion to start since it did not appear that anyone else would be joining the group. The first part of the discussion were general impressions of the book. Women took turns, though it was clear that two of the women tended to be more vocal than the others, often interjecting. Discussion about the author’s first novel in comparison to this one ensued and this caused a lively debate between a couple of the participants. They also shared their opinions on the different time settings within the book. The discussion lasted an hour and a half, ending with a confirmation of next month’s book selection.

Part 3: Readings.

Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education?. Educational Researcher, 44(1): 54-61.

Need basic knowledge from the discipline and how to enact the knowledge to organizations.

Knowledge includes generalizable and organizational-specific knowledge.

Basic knowledge is built through traditional research. Organizational-specific is built through action research. Need both to understand the interactions.

Organization knowledge – system of profound knowledge

To advance improvement science, there needs to be recognition of differences between experimental and improvement sciences, different types of generalizable knowledge, be able to take practical measurements, and collaborate between the “sides”.

Part 4: Integrations. Use this course journal part to track big ideas, bullet points, and questions. A fine length for this type of entry is just 50 words.

Be careful of some members of groups dominating over other members and the discussions. Encourage participation from all members.

Informal discussions are good; however, a lot of socializing does occur. Having one “leader” may be beneficial to keep people on tract. Perhaps questions to bring to the discussion would help guide the group.

References

Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education?. Educational Researcher, 44(1): 54-61.

Module 5: Basketball Practice

Part 1: Worksite.

I am on a search committee for a new tenure track position. This is the first time I have served on such a committee. Last week, we met to try to review 71 applicants. We were not successful in deciding who would progress onto telephone interviews. We were caught up by how to interpret each requirement and desired qualification. For example, a doctorate in public health or related field meant many different things to each of us. Public health is one of those fields that encompasses a myriad of areas. It was quite frustrating since I received an email this morning about a new evaluation method on the same 71 candidates. In other words, no progress was made based on our observations last week. It felt like wasted time. This had me thinking about my problem of practice. There are many aspects that could be examined and need to be defined in order to move forward with my project. I am asking myself how I can refine and clarify my research questions to make the most sense.

 

Part 2: Observation.

 

On April 12, 2016, I observed a basketball practice for third to sixth graders at Haley Elementary School. One coach supervised seven young boys. The practice was held outside, leaving the coach to enforce water breaks about every ten minutes. The boys started practice right after the conclusion of the school day. While waiting for all the boys to arrive, they practiced taking shots at the basket in a somewhat coordinated chaos. Once everyone was in attendance, the coach had the boys run different drills, including dribbling, taking shots at the three point line, and footwork skills. He kept the practice moving by changing the activities about every five minutes. Occasionally, a boy would ask to sit down because he was too overheated or tired. The coached allowed this each time. For the drill where they practiced slides, the coach waited until after the drill to explain the reasoning behind it, which was learning how to block. Towards the end of the practice, the coach had the boys line up. He demonstrated how to go one-on-one with a peer, with the goal to block, while the other boy was trying to score. Each boy rotated in and were able to be both the blocker and shooter.

Part 3: Readings.

 

Kliebard, H. M. (1988). Success and failure in educational reform: Are there historical
“lessons”?. Peabody Journal of Education, 65(2), 143-157.

Questions about whether innovated practices in schools can be implemented and sustained, why there are negative views about educational reform, what can be learned from previous efforts.

Reforms may be consistent with social and political forces, such as regulations, certifications, etc. May shift due to assumptions about what education is about.

Dewey argues that reforms fail because of conflict between purposes and standards that are inherent to the reform and external conditions. External conditions include specific school structures, classrooms.

Order versus teaching and the relationship between the two. Change threatens the loss of order, requires teachers to be risk takers.

Pendulum Swing Phenomenon - failures occur in reoccurring cycles, but in different settings, so difficult to trend and learn from them.

Those carrying out reforms are treated like consumers of the initiatives rather than partners, collaborators.

Part 4: Integrations.

Big ideas: Keep the practice moving, never allowing for boredom or idleness. Explain in simple terms what the point of what they are doing is. Encourage participation.
 
Reference

Kliebard, H. M. (1988). Success and failure in educational reform: Are there historical

“lessons”?. Peabody Journal of Education, 65(2), 143-157.

 

 

 

 

 

Module 4: AzPHA Conference

 

Part 1: Worksite.

Last week, we had submitted academic status reports. Students were notified if they were performing unsatisfactory. One such student had an appointment with me on Thursday. This is the second time she is taking this course with me. She does not attend class regularly, does poorly on assignments and quizzes, and often misses assignments completely. Talking with her, she described that her biggest obstacle in time. She does not feel like she has enough time and energy to devote to school since she is working 20 hours a week at a grocery store. Her family is unable to provide financial support and often asks her for financial help instead. Her roommate moved out a month ago after she stopped helping her financially as well. My problem of practice looks into the likelihood of being successful in public health/health sciences graduate classes in those students with lower socioeconomic status. This student is an example of such a student who is unlikely to continue with undergraduate education, let alone graduate work, without additional resources.

Part 2: Observation.

 

Arizona Public Health Association (AzPHA) is an organization that promotes the health and well-being of Arizonans. It prides itself on being a resource for public health professionals and students. It promotes collaborations between agencies in order to better serve its populations. AzPHA held its spring conference on April 5. This conference acts not only as a networking event, but also a way to disseminate information. Its theme was After Disaster Strikes: Expectations versus Capabilities. After the start of the conference, the first panel session was held on how to expect the unexpected. Each member spoke for about 20 minutes with slides, followed by a question and answer session.

Part 3: Readings.

Sutton, R. I., & Rao, H. (2014). Scaling up excellence: Getting to more without settling for less. Crown Business.

If things are working well, the info should be disseminated freely

If you ask an organization how they are doing what they are doing, there should be easy ways to reach out and communicate

Once gaps are identified, collaborate with others to fill them in

When approaching scaling, you need diversity. Reflect the diversity you want to attract

Convey expectations through examples (not just beliefs and codes, but also emotions – positive energy) and make developing fun

Get people to be engaged again through mentorships – dormant connections, promote action, promote continued action

 

Making nets work:

The top down approach

Broadcast your message out to one and all

Surround them – many teaching the few

One on one – power of pairs

From the few to the many

Bridging disconnected islands

Create crossroads where people connect

 

Part 4: Integrations.

 

·         Sometimes you have to be persistent to get your message of urgency across.

·         Rely on those who have the experience to advise you.

·         In emergencies, step aside to allow those with the knowledge to take control and be there to help coordinate as needed.

·         Expect the unexpected and plan for the worse. Expect those plans to be forced to change.

References

McGuire M.T., Rowley R., Sunenshine R. (2016, April). Expectations versus Capabilities. Panel session conducted that the spring conference of Arizona Public Health Association, Phoenix, AZ.

Sutton, R. I., & Rao, H. (2014). Scaling up excellence: Getting to more without settling for less. Crown Business.