The school as a learning organisation: a review revisiting and extending a timely concept

Purpose: Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies some of which have not yet been created. But the schools and school systems are not keeping up and all too often, teachers are not developing the practices and skills required to meet today’s learners’ diverse needs. Changes indicate a greater imperative but also some cautions. This review is part of the attempt to work towards a common understanding of schools as learning organisations (SLOs) today which is both solidly founded in the literature and recognisable currently by researchers, practitioners and policy makers in many countries. But this is not just a theoretical exercise. If it is to be truly relevant and have the necessary impact, the concept also needs to support those who are interested in transforming or further developing their school(s) into learning organisations (LO) at this point in time. In this paper, the authors first summarise different perspectives on the concept of the LO as used more generally across disciplines. Next, the authors describe the methodology for exploring the SLO and discuss definitional issues, before presenting a summary of the integrated model with accompanying rationale, Finally the authors discuss plans to bring the model to life, with associated issues for researchers, educators and policy makers. The paper aims to discuss these issues. / Design/methodology/approach: The search for this literature in the English language was carried out through: focussed searches of nine electronic databases – ERIC, SAGE, Google Scholar, Taylor & Francis, Emerald, JSTOR, SpringerLink, Google, Science Direct – using the search terms “SLO” and “learning school”; and contacts with leading experts in this area of work which led to identification of additional literature. The first approach led to selection of 25 most frequently found publications on the SLO and/or learning school. Through the second approach, the authors used an additional seven publications to further enrich the analysis. The interdisciplinary review was extended to include investigation of related organisational change, learning, school improvement and effectiveness literatures. / Findings: The starting hypothesis is that the seven action-oriented dimensions of the model together add up to a sustainable LO; that is, successfully realising all seven dimensions is greater than the sum of the parts. But, it is not clear how the individual dimensions relate to each other, and whether some are more important than others. Elements within dimensions are also likely to vary across country contexts. Over the next few years the authors will explore and amend the model, together with practitioners, policy makers and researchers from around the globe. / Practical implications: Despite differences in interpretation, common features emerge. First, there is general agreement that the SLO is a necessity for dealing with the rapidly changing external environment by any school organisation, regardless of context. This is exemplified by application of the concept in many countries including, for example, Australia, Canada, England and Wales, Iran, Israel, Korea, Malaysia, South-Africa and the USA. Second, the SLO is defined as “organic” and closely connected to its external environment. Third, the SLO literature strongly emphasises the importance of individual, group and organisational learning with inquiry, problem solving and experimentation as key drivers of change and innovation. Last, the literature highlights the importance of beliefs, values and norms of employees for continuous and collaborative learning, and processes, strategies and structures to create the conditions for such learning, experimentation and innovation to flourish. The review led to the design of a new action-oriented model. In its current form, the model is intended to offer a stimulus and provide practical guidance on how schools might support and use learning at all levels to improve and transform themselves into a LO and ultimately enhance outcomes. The language is deliberately action-oriented, and elements highlight both what a school aspires to and the processes it goes through in its journey of developing itself as a LO. / Originality/value: While the concept of a school LO is not new, at a time of constant and complex change, this multi-disciplinary international literature review has given it a new lease of life: drawing on previous studies, but connecting these to a wider relevant knowledge base and the current context. It offers a way forward while arguing that deeper understanding is needed on how schools can develop as LOs. It is now informing the OECD’s work on SLOs with policy makers and practitioners in different countries and the findings are being used to help assess impact at a range of levels

Impact of Gender on Separation-Reunification Experiences of Latino Adolescent Immigrants

Many Latino immigrants who enter the US in late childhood or adolescence are reunifying with parents after lengthy separations, and yet there is limited research on this process from their point of view. This article discusses the impact of gender relations on family re-engagement and immigrant adaptation of young men and young women. Young people were interviewed as part of a grounded theory study exploring the process of family separation and reunification for Latino immigrant adolescents who have been separated from their parents for at least four years during immigration. Focus groups, individual interviews and participant observation were used to gather data from 20 Mexican and Central American immigrant adolescents, 12 young men and 8 young women. Participants reported a range of personal and family beliefs about gender roles and their impact on separation and reunification, Young men reported greater exposure to violence, generally had less access to health care, and reported more emotional isolation from families and peers than young women. Fathers and adult male role models were missing from most of their lives, and this absence was particularly difficult for young men. Young women reported greater skills and persistence in emotional re-engagement with their families in the United States.Beaucoup d'immigrés latinos entrés aux Etats-Unis à la fin de l'enfance ou au début de l'adolescence retrouvent leurs parents après une longue période de séparation, et pourtant il n'existe que très peu d'études sur ce sujet relatant leur point de vue. Cet article traite de l'impact des rapports de genre sur le regroupement familial et l'adaptation des jeunes hommes et femmes immigrés. Des jeunes ont été interrogés dans le cadre d'une étude basée sur la théorie ancrée qui analysait le processus de séparation et de regroupement familial chez les adolescents immigrés latinos qui avaient été séparés de leurs parents pendant au moins quatre ans durant la période d'immigration. Des groupes cibles, des entretiens individuels et l'observation des participants ont permis de recueillir des données auprès de 20 adolescents immigrés originaires du Mexique et d'Amérique Centrale, dont 12 jeunes hommes et 8 jeunes femmes. Les participants ont décrit un ensemble de croyances personnelles et familiales sur les rôles sexuels, et leur impact sur la séparation et le regroupement familial. Les jeunes hommes ont ainsi déclaré être plus exposés à la violence, avoir généralement un accès aux soins plus limité, et souffrir d'une plus grande isolation émotionnelle vis-à-vis de leurs familles et de leurs pairs que les jeunes femmes. Les pères et les modèles adultes masculins étaient pour la plupart absents de leur vie, et cette absence était particulièrement difficile à vivre pour les jeunes hommes. Les jeunes femmes ont quant à elles montré plus de capacités et de persévérance dans le réengagement émotionnel avec leurs familles aux Etats-Unis.Muchos inmigrantes latinos que entran en Estados Unidos al final de su infancia o en su adolescencia  se reunifican con sus padres después de largos periodos de separación. Sin embargo, existen muy pocos estudios sobre este proceso desde su punto de vista. Este artículo analiza el impacto de las relaciones de género en la reunificación familiar y la adaptación como inmigrantes de hombres y mujeres jóvenes. Se entrevistó a chicos y chicas en el marco de un estudio de teoría fundamentada que explora el proceso de la separación familiar y su posterior reunificación en el caso de inmigrantes latinos adolescentes que han sido separados de sus padres durante al menos cuatro años en el transcurso de la inmigración. Se utilizaron reuniones de grupo, entrevistas individuales y observaciones para recabar datos de 20 inmigrantes adolescentes mexicanos y centroamericanos, 12 chicos y 8 chicas. Los participantes reflejaban diversas creencias personales y familiares sobre los roles de género y su impacto en la separación y reunificación. Los chicos reflejaron una mayor exposición a la violencia, un acceso más limitado en general a la asistencia sanitaria y un mayor aislamiento emocional de sus familias y compañeros que las chicas. En sus familias no había referencias paternas o de adultos masculinos y esta ausencia resultaba especialmente difícil para los chicos. Las chicas, en cambio, mostraron mayores habilidades y persistencia en la reunificación emocional con sus familias en suelo estadounidense

Impact of Gender on Separation-Reunification Experiences of Latino Adolescent Immigrants

Many Latino immigrants who enter the US in late childhood or adolescence are reunifying with parents after lengthy separations, and yet there is limited research on this process from their point of view. This article discusses the impact of gender relations on family re-engagement and immigrant adaptation of young men and young women. Young people were interviewed as part of a grounded theory study exploring the process of family separation and reunification for Latino immigrant adolescents who have been separated from their parents for at least four years during immigration. Focus groups, individual interviews and participant observation were used to gather data from 20 Mexican and Central American immigrant adolescents, 12 young men and 8 young women. Participants reported a range of personal and family beliefs about gender roles and their impact on separation and reunification, Young men reported greater exposure to violence, generally had less access to health care, and reported more emotional isolation from families and peers than young women. Fathers and adult male role models were missing from most of their lives, and this absence was particularly difficult for young men. Young women reported greater skills and persistence in emotional re-engagement with their families in the United States.Beaucoup d'immigrés latinos entrés aux Etats-Unis à la fin de l'enfance ou au début de l'adolescence retrouvent leurs parents après une longue période de séparation, et pourtant il n'existe que très peu d'études sur ce sujet relatant leur point de vue. Cet article traite de l'impact des rapports de genre sur le regroupement familial et l'adaptation des jeunes hommes et femmes immigrés. Des jeunes ont été interrogés dans le cadre d'une étude basée sur la théorie ancrée qui analysait le processus de séparation et de regroupement familial chez les adolescents immigrés latinos qui avaient été séparés de leurs parents pendant au moins quatre ans durant la période d'immigration. Des groupes cibles, des entretiens individuels et l'observation des participants ont permis de recueillir des données auprès de 20 adolescents immigrés originaires du Mexique et d'Amérique Centrale, dont 12 jeunes hommes et 8 jeunes femmes. Les participants ont décrit un ensemble de croyances personnelles et familiales sur les rôles sexuels, et leur impact sur la séparation et le regroupement familial. Les jeunes hommes ont ainsi déclaré être plus exposés à la violence, avoir généralement un accès aux soins plus limité, et souffrir d'une plus grande isolation émotionnelle vis-à-vis de leurs familles et de leurs pairs que les jeunes femmes. Les pères et les modèles adultes masculins étaient pour la plupart absents de leur vie, et cette absence était particulièrement difficile à vivre pour les jeunes hommes. Les jeunes femmes ont quant à elles montré plus de capacités et de persévérance dans le réengagement émotionnel avec leurs familles aux Etats-Unis.Muchos inmigrantes latinos que entran en Estados Unidos al final de su infancia o en su adolescencia  se reunifican con sus padres después de largos periodos de separación. Sin embargo, existen muy pocos estudios sobre este proceso desde su punto de vista. Este artículo analiza el impacto de las relaciones de género en la reunificación familiar y la adaptación como inmigrantes de hombres y mujeres jóvenes. Se entrevistó a chicos y chicas en el marco de un estudio de teoría fundamentada que explora el proceso de la separación familiar y su posterior reunificación en el caso de inmigrantes latinos adolescentes que han sido separados de sus padres durante al menos cuatro años en el transcurso de la inmigración. Se utilizaron reuniones de grupo, entrevistas individuales y observaciones para recabar datos de 20 inmigrantes adolescentes mexicanos y centroamericanos, 12 chicos y 8 chicas. Los participantes reflejaban diversas creencias personales y familiares sobre los roles de género y su impacto en la separación y reunificación. Los chicos reflejaron una mayor exposición a la violencia, un acceso más limitado en general a la asistencia sanitaria y un mayor aislamiento emocional de sus familias y compañeros que las chicas. En sus familias no había referencias paternas o de adultos masculinos y esta ausencia resultaba especialmente difícil para los chicos. Las chicas, en cambio, mostraron mayores habilidades y persistencia en la reunificación emocional con sus familias en suelo estadounidense

The Impact of Personality Traits and Acculturation on the Mental Health of Korean American Adolescents

Abstract Adaptation to a new culture can be highly stressful, especially during challenging developmental stages such as adolescence. The ways in which adolescents adapt to a culture and their resulting well-being may be influenced substantially by their personality traits as well as the degree to which they are aligned with the values of the new culture. Korean Americans are one of the fastest growing immigrant groups in the US, including a burgeoning population of Korean youth. The purpose of this study was to determine whether specific personality traits of Korean American adolescents or their degree of acculturation would be associated with their mental health problems, and whether specific personality traits would moderate the association between acculturation and mental health problems. 138 Korean American adolescents completed a demographic questionnaire, the revised Stephenson Multigroup Acculturation Scale, the NEO Five-Factor Inventory-3, and Achenbach & Rescorla's Youth Self Report. Hierarchical regression analyses indicated that acculturation played a minimal role in predicting mental health problems, while personality traits were strong predictors. Being more reactive to stress and less emotionally stable (greater "neuroticism") and being less altruistic and cooperative (less "agreeableness") predicted more mental health problems for Korean American adolescents. In addition, the trait of "openness to experience" played a moderating role. For youth who were more open to experience (curious and independent in their judgments), greater alignment with values of the American culture was a protective factor for their mental health. Findings indicate the need for further research to identify types of mental health problems that may be most affected by specific personality traits and the underlying mechanisms responsible for their effects. It will also be important to examine whether personality traits identified in this research influence mental health similarly across cultures and age groups or whether they are unique to Korean American youth. M. Kim et al. 125

Valuing knowledge exchange and professional learning for educational inclusion: understanding professional dilemmas in policy and practice contexts

Recent international and national legislation demonstrates a trend towards inclusive education which aspires to ensure the participation of all young people in educational provision. However, research indicates that implementation of these visionary and aspirational policies into the different national, historical and cultural contexts across Europe remains challenging with teachers articulating that they do not feel prepared or supported to work with the diversity of students in classrooms. This paper describes the PROMISE project which sought to examine the nature of the professional challenges being experienced by teachers. The paper concludes with project findings indicating the key elements necessary for teachers’ professional development to be effective

Epilectic seizure due to neuroglial cyst

Background: A 41-year-old woman without a relevant history was admitted to the emergency department after an epileptic seizure

Impeding and facilitating factors for the implementation of alcohol interventions in hospitals:A qualitative and exploratory study among Dutch healthcare professionals

BACKGROUND: Non-moderated alcohol use is more prevalent among hospitalized patients compared to the general population. However, many hospitals fail to find and intervene with people with alcohol problems. We aimed to conduct an exploration of impeding and facilitating factors experienced by healthcare professionals in implementation of alcohol interventions in Dutch general hospitals. In addition, we explored the alcohol interventions used in the selected hospitals and involved stakeholders. METHODS: Through a qualitative study, semi-structured telephone interviews were conducted with twenty healthcare professionals working in or in collaboration with six different general hospitals. RESULTS: Healthcare professionals indicated impeding and facilitating factors in the areas of motivation, knowledge and skills, patient characteristics, protocol, internal and external collaboration/support, resources, role suitability and societal support. Five different categories of approaches to identify and intervene with non-moderated alcohol use and 18 involved stakeholders from both inside and outside the hospital were found. CONCLUSIONS: Implementation of alcohol interventions for patients in Dutch general hospitals still seems to be in its infancy. Respondents emphasized the importance of one clear protocol on how to tackle alcohol problems within their hospital, repeated training on alcohol-related knowledge and skills, (clinical) “champions” that support healthcare professionals and developing and maintaining collaborations with stakeholders within and outside the hospital