The style of leadership in an interdisciplinary collaboration is an existing gap in collaborative literature. Studying the leaders in an existing interdisciplinary collaboration provided a description of the leadership style of the collaborative leaders of three behavioral health teams in New York City. This qualitative phenomenological study used structured interviews of interdisciplinary disciplines to describe the leadership style of the collaborative leaders within a team environment. The data collection and analysis were conducted using codes to identify dominant themes. The themes presented perceptions and experiences of three teams interacting collaboratively. The coding process identified five major themes that are unique components of leadership that suggests new methods of building collaborative leadership within the interdisciplinary team dynamics.
With effective leadership or consultation, team members learn how to confront
conflict in the group, dispel the distorted images they have of one another, and
work together to construct consensual solutions to recurrent problems in
delivering care (Farrell et al.). O'Donnell et al. (1997) clearly delineated the
problems faced by disciplines when placed together in groups. Each discipline's
normal discourse is altered. The groups derive new systems of discourse that are
developed by the ...
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Accelerated learning programs have increased dramatically and gained widespread attention in adult higher education. They have also received criticism regarding their value and potential impact on the quality of learning in colleges and universities. This volume of New Directions for Adult and Continuing Education is the first major publication that addresses the current practice and research of accelerated learning formats in higher education. The contributors to this volume explore the scope and substance of accelerated learning as it is practiced in colleges and universities. Practitioner guidelines and insights are offered for best practices in program and course design, learning strategies, and assessment approaches, as well as the integration of distance learning and service-learning into accelerated learning programs. To aid in examining broader questions of impact and outcome, several chapters discuss research from a variety of contexts, with both descriptive and comparative findings. This volume also provides a critical perspective and future consideration of strategies and roles for accelerated learning as a positive force in higher education. It will aid both practitioners and researchers by providing informative ideas and practices from leaders and educators who have administered, taught, and studied this innovative learning format. This is the 97th volume of New Directions for Adult and Continuing Education, a quarterly report published by Jossey-Bass.
Applying new understandings about the role of the brain in learning to the classroom, this book outlines what all teachers should know about how children learn. It includes advice on how to create the ideal environment for learning and how to help learners to fulfil their potential.