This article provides an outline of the early development of care and protection in Australia and New Zealand as a backdrop to an overview of child protection systems and policies and the current child protection profile in both countries. Key issues that have become the focus of policy reform are canvassed and legislative and policy initiatives to promote child safety as well as strengthen families are elaborated. An overview of trends in relation to out of home care, including routes into care, care arrangements and permanency policies is provided. The article profiles selected research studies from Australia focusing on outcomes of care: stability of care, mental health and educational outcomes of looked after children, abuse in care, and routes out of care through reunification and aging out. Other issues treated are the overrepresentation of indigenous children in care systems in both countries and the challenges of maintaining cultural connections. The article concludes with a brief comparative analysis identifying similarities and differences in child welfare systems in both countries.
Currently it is the hope of both patients and investigators that human progenitor cells and stem cells can be widely used to replace dysfunctional cells within a tissue. It is speculated that such cells may prove to have the potential to treat or cure a myriad of diseases, including Parkinson's and Alzheimer's diseases, heart disease, diabetes, stroke, spinal cord injuries, and burns. A major goal in this area of research is to identify potential new sources for the isolation of progenitor cells or stem cells, without raising the ethical issues involved in embryonic stem cell research. Despite the widespread and well-established use of amniotic fluid cells in routine prenatal genetic testing, current knowledge about the origin and properties of these cells is limited. A wide variety of different origins has been suggested for the mixture of cells within amniotic fluid. Recent observations on cell cultures from amniotic fluid and on amniotic epithelial cells provide evidence that they may represent new sources for the isolation of cells with the potency to differentiate into different cell types. Are these cells suitable for use as primary cell systems for basic research? Do these cells provide a new source for research on stem cell biology? Can amniotic fluid cells be used to develop new approaches in tissue engineering? In this article the authors review the current state of knowledge about these cells, focusing on these questions.
Abstract Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education.
If there were no borders, there would be no migrants – only mobility. The persistent reification of migrants and migration – even in critical migration studies –(re-)fetishizes and (re-)naturalizes the epistemological stability attributed to the (‘national’) state as a modular fixture of geopolitical space. In this regard, migration scholarship (however critical) is implicated in a continuous (re-)reification of ‘migrants’ as a distinct category of human mobility. Thus, the methodological nationalism that rationalizes the whole conjuncture of borders-making-migrants supplies a kind of defining horizon for migration studies as such. The dilemma of methodological nationalism has never been merely a problem of thought, however. It is indeed a manifestation of the veritable participation of researchers and scholars – whether consciously or unwittingly – in the very same sociopolitical processes and struggles through which the ‘national’ configuration of ‘society’ (or, the social field) is reified and actualized as the territorial expression of state power. Therefore, the questions of methodological nationalism and what might be called ‘militant research’ are deeply interconnected, indeed, mutually constitutive. As scholars of ‘migration’ – and above all, as practitioners of ‘militant research’ – we must attend to a self-reflexive critique of our own complicities with the ongoing nationalization of ‘society’. Hence, as researchers or scholars of migration, we are indeed ‘of the connections’ between migrants’ transnational mobilities and the political, legal, and border-policing regimes that seek to orchestrate, regiment, and manage their energies. We are ‘of’ these connections because there is no ‘outside’ or analytical position beyond them. The larger juridical regimes of citizenship, denizenship, and alienage configure us to be always-already located within the nexus of inequalities that are at stake in these conflicts.
Abstract Strategy‐as‐practice (SAP) has become one of the most vibrant areas of contemporary strategy research in the past two decades. As the field has grown significantly, we have witnessed an emergence of distinct streams of research within the SAP research community. Thus, it is time to take stock of this body of work to better understand the structure of the field and provide a refreshed agenda for future research. Our review is based on bibliometric analysis and a systematic review of 340 articles. As a result, we identify the following six clusters of research: praxis, sensemaking, discourse, sociomateriality, institutional and process. Co‐citation analysis shows significant disconnects between some of these clusters. Building on our review, we identify various ‘crossing strategies’ for connecting across four disconnects: (i) micro and macro; (ii) sociomaterial and discourse; (iii) critical and more mainstream; and (iv) practice and process perspectives. By harnessing diversity, these crossing strategies suggest rich agendas for future SAP research, ranging from digitalization to gender inequality.
This article argues that shifting paradigms for health promotion research would result in a better fit between research intents and social and behavioral phenomena. Further, it argues that the constructivist paradigm exhibits great utility, power, and synergism with emerging concepts in health research. Such inquiry also provides for grounded theory and more stakeholder-based policy analyses and evaluation studies. For the purposes of health promotion, qualitative and constructivist research provides a model superior to conventional research.
The ability to identify the relationship between the epistemological foundation of research and the methods employed in conducting it is critical in order for research to be truly meaningful. Unfortunately this connection is often not taught in the research methods classes that most psychology students experience. Indeed the very names of these units emphasises the focus on methods and consequently the epistemology, theoretical frameworks and methodologies that influence the choice of methods remain ‘hidden’ from view. This paper brings into focus these hidden (or often overlooked and ignored) elements of research and illustrates the importance and relevance by drawing on example from the author’s research into the student experience of higher education.
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This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.
This paper describes three pathways of connections between different communities of knowledge seekers: integration of psychotherapeutic approaches, integration of psychotherapy and psychopathology, and integration of science and practice. Some of the issues discussed involve the delineation and investigation of common factors (e.g., principles of change), improvement of major forms of psychotherapy, clinical implications of psychopathology research, as well as current and future directions related to practice-research networks. The aim of this paper is to suggest that building bridges across theoretical orientations, scientific fields, professional experiences, and epistemological views may be a fruitful strategy to improve our understanding and the impact of psychotherapy.
Education for the practice of psychology has evolved through a preprofessional phase, a scientist-professional phase, and a professional phase, in which each successive pattern of education complements but does not replace the prior pattern. Each phase of development is grounded in its own assumptions about relations between research and practice. The concepts of practice as applied science, reciprocity of science and profession, and practice as disciplined inquiry are considered. The concept of practice as disciplined inquiry is appropriate to the education of professional psychologists. Complementarity of basic research, applied research, and professional service requires appreciation of fundamental differences as well as similarities in the structure of research and practice. Among all the misunderstandings that contaminate rational discussion about the education of professional psychologists, none is more fundamental nor more difficult to dislodge than the idea that the direct education of professionals entails a rejection of research. No one I respect has ever suggested that. I never have. My central claim is that scientific research and professional service are different in important ways, and that different forms of education are required to prepare people for careers of research, in the one case, or careers of professional service, in the other case. Combinations are possible, but rarely fit the dispositions of students or the demands of employment following graduate education. Because I have been writing and speaking on this topic for more than 25 years and still'hear otherwise sane and literate people ask me why I am opposed to science, I hold no illusion that my remarks will put the confusion to its final rest. All I intend in the following statement is to approach the issue of relations between research and practice from a somewhat different direction than I have taken before and hope that my comments will be constructive. First I will offer a brief review of the history of education for the practice of psychology, within which three clear phases can be marked. Then I will examine assumptions about relations between the science and the profession that have predominated in each phase, and conclude with the recommendation that basic scientists, applied researchers, and professional psychologists pursue their distinct but related missions in complementary and cooperative ways.
Part I. Introduction: 1. Judgment and decision research: some historical context William M. Goldstein and Robin M. Hogarth Part II. Currents: 2. Reason-based choice Eldar Shafir, Itamar Simonson and Amos Tversky 3. Probabilistic mental models: a Brunswikian theory of confidence Gerd Gigerenzer, Ulrich Hoffrage and Heinz Kleinbolting 4. Direct comparison of the efficacy of intuitive and analytical cognition in expert judgment Kenneth R. Hammond, Robert M. Hamm, Janet Grassia, and Tamra Pearson 5. The adaptive decision maker: effort and accuracy in choice John W. Payne, James R. Bettman and Eric J. Johnson 6. Confirmation, disconfirmation, and information in hypothesis testing Joshua Klayman and Young-Won Ha 7. Learning from feedback: exactingness and incentives Robin M. Hogarth, Brian J. Gibbs, Craig R. M. McKenzie and Margaret A. Marquis 8. Covariation in natural causal induction Patricia W. Cheng and Laura R. Novick 9. Propensities and counterfactuals: The loser that almost won Daniel Kahneman and Carol A. Varey 10. The Process-performance paradox in expert judgment: how can experts know so much and predict so badly? Colin F. Camerer and Eric J. Johnson 11. Intertemporal choice George Loewenstein and Richard H. Thaler 12. Not me or thee but we: the important of group identity in eliciting cooperation in dilemna situations: experimental manipulations Robyn M. Dawes, Alphons J. C. van de Kragt and John M. Orbell 13. Predicting a changing taste: do people know what they will like? Daniel Kahneman and Jackie Snell 14. Endowment and contrast in judgment of well-being Amos Tversky and Dale Griffin Part III. Connections: 15. The relationship between memory and judgment depends on whether the judgment task is memory-based or on-line Reid Hastie and Bernadette Park 16. Explanation-based decision making: effects of memory structure on judgment Nancy Pennington and Reid Hastie 17. Decision making under ignorance: arguing with yourself Robin M. Hogarth and Howard Kunreuther 18. Positive affect and decision making Alice M. Isen Part IV. Controversies: 19. The paramorphic representation of clinical judgment: a thirty-year retrospective Michael E. Doherty and Berndt Brehmer 20. Islanders and hostages: deep and surface structures of decision problems Willem A. Wagenaar, Gideon Keren and Sarah Lichtenstein 21. Content and discontent: indications and implications of domain specificity in preferential decision making William M. Goldstein and Elke U. Weber 22. The case for rules in reasoning Edward E. Smith, Cristopher Langston and Richard E. Nisbett 23. An alternative metaphor in the study of judgment and choice: people as politicians Philip E. Tetlock 24. Between hope and fear: the psychology of risk Lola L. Lopes.
(1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education: Vol. 62, Planning the School of the Future, pp. 18-41.
BACKGROUND: The Framework Method is becoming an increasingly popular approach to the management and analysis of qualitative data in health research. However, there is confusion about its potential application and limitations. DISCUSSION: The article discusses when it is appropriate to adopt the Framework Method and explains the procedure for using it in multi-disciplinary health research teams, or those that involve clinicians, patients and lay people. The stages of the method are illustrated using examples from a published study. SUMMARY: Used effectively, with the leadership of an experienced qualitative researcher, the Framework Method is a systematic and flexible approach to analysing qualitative data and is appropriate for use in research teams even where not all members have previous experience of conducting qualitative research.
Executive Overview The application of social network analysis to interorganizational contexts has seen an explosion of interest in the past several years. We argue that not only does the network or structural perspective add explanatory power to scholarly understanding of organizations' behavior and outcomes, but that it expands the universe of observed phenomena from an autonomous to a relational view for studying and explaining organizational action and outcomes. We develop an organizing framework based on three levels of network analysis (the dyad, the ego, and the whole network) and four theoretical mechanisms (resource access, trust, power/control, and signaling) to organize and review the key findings and debates in the interorganizational network literature. We point to avenues for future research based on the linkages across the boxes in our framework, gaps in the framework, and finally, extensions beyond the framework.
The third edition of this bestselling resource provides clear, step-by-step guidance for new and experienced interviewers to help them develop, shape, and reflect on interviewing as a qualitative research process. While proposing a phenomenological approach to in-depth interviewing, the author also includes principles and methods that can be adapted to a range of interviewing approaches. Using concrete examples of interviewing techniques to illustrate the issues under discussion, this classic text helps readers to understand the complexities of interviewing and its connections to broader issues of qualitative research. Equally popular for individual and classroom use, the new Third Edition of Interviewing as Qualitative Research features: an introduction to the Institutional Review Board (IRB) process in its historical context, including an expanded discussion of informed consent and its complexities; special attention to the rights of participants in interview research as those rights interact with ethical issues; and, updated references and suggestions for additional reading for a deeper consideration of methodological, ethical, and philosophical issues, including relevant Internet resources.
One of the current dominant theories in the management literature is institutional theory. Scholars within the institutional theory tradition have examined the creation and evolution of institutions, the impact that institutions have on organizations and their actions, and the constraints that institutions place on arenas of organizational activity. Much of institutional theory is reflected within in the sport management literature. However, we argue in this review piece, that there is more to institutional theory than the concepts that are currently being used in the sport management literature. First, we provide a review of the dominant concepts of institutional theory, and a summary of how institutional theory has been used in the sport management literature. Then we offer two broad discussion points about the use of institutional theory in sport management research. The first point is a call for further elaboration of institutional theory in sport management by examining issues of institutional change and organizational field dynamics. The second is point as to suggest that scholars extend the use of institutional theory into different types of sport management questions.
Effective school leadership is key to students' academic success. But the development of effective school leadership has been seriously hampered by the lack of technically sound tools to assess and monitor leaders' performance. This article presents the research base and conceptual framework for a leadership assessment instrument under development.
This essay builds on the growing, but underdeveloped, role of communication in work based on Social Identity Theory (SIT) as it relates to identity and identification in the organization. Five existing areas of connection between communication and SIT in organizational identification research are documented and assessed. These include salience of dual/multiple identifications, computer-mediated communication and virtual work related to identification, relationally focused work identities, organizational-level identities, and disidentification and related forms.