Listening to young children's voices: the evaluation of a coding system

Listening to young children’s voices is an issue with increasing relevance for many researchers in the field of early childhood research. At the same time, teachers and researchers are faced with challenges to provide children with possibilities to express their notions, and to find ways of comprehending children’s voices. In our research we aim to provide a method for listening to, and analyzing young children’s voices on educational issues. In this article we describe a new step in our research in which we are dealing with the issues of validity and reliability for the evaluation of our coding system: is our coding system for analyzing young children’s voices valid and reliable? Escuchar las voces de niños pequeños es un tema de creciente relevancia para muchos investigadores en el campo de estudios sobre la infancia. Al mismo tiempo, profesorado y personal investigador se encuentran con retos para dar a los niños posibilidades de expresar sus nociones y encontrar formas de comprender sus voces. En nuestra investigación nos proponemos proveer un método para escuchar y analizar las voces de los niños acerca de temas educativos. En este artículo describimos un nuevo paso en nuestra investigación en la que estamos trabajando cuestiones de validez y fiabilidad para la evaluación de un sistema de codificación: Es nuestro sistema de codificación para analizar las voces de los niños válido y fiable

Population health management guiding principles to stimulate collaboration and improve pharmaceutical care

Purpose: A range of strategies to improve pharmaceutical care has been implemented by population health management (PHM) initiatives. However, which strategies generate the desired outcomes is largely unknown. The purpose of this paper is to identify guiding principles underlying collaborative strategies to improve pharmaceutical care and the contextual factors and mechanisms through which these principles operate. Design/methodology/approach: The evaluation was informed by a realist methodology examining the links between PHM strategies, their outcomes and the contexts and mechanisms by which these strategies operate. Guiding principles were identified by grouping context-specific strategies with specific outcomes. Findings: In total, ten guiding principles were identified: create agreement and commitment based on a long-term vision; foster cooperation and representation at the board level; use layered governance structures; create awareness at all levels; enable interpersonal links at all levels; create learning environments; organize shared responsibility; adjust financial strategies to market contexts; organize mutual gains; and align regional agreements with national policies and regulations. Contextual factors such as shared savings influenced the effectiveness of the guiding principles. Mechanisms by which these guiding principles operate were, for instance, fostering trust and creating a shared sense of the problem. Practical implications: The guidin

Population health management guiding principles to stimulate collaboration and improve pharmaceutical care

Purpose: A range of strategies to improve pharmaceutical care has been implemented by population health management (PHM) initiatives. However, which strategies generate the desired outcomes is largely unknown. The purpose of this paper is to identify guiding principles underlying collaborative strategies to improve pharmaceutical care and the contextual factors and mechanisms through which these principles operate. Design/methodology/approach: The evaluation was informed by a realist methodology examining the links between PHM strategies, their outcomes and the contexts and mechanisms by which these strategies operate. Guiding principles were identified by grouping context-specific strategies with specific outcomes. Findings: In total, ten guiding principles were identified: create agreement and commitment based on a long-term vision; foster cooperation and representation at the board level; use layered governance structures; create awareness at all levels; enable interpersonal links at all levels; create learning environments; organize shared responsibility; adjust financial strategies to market contexts; organize mutual gains; and align regional agreements with national policies and regulations. Contextual factors such as shared savings influenced the effectiveness of the guiding principles. Mechanisms by which these guiding principles operate were, for instance, fostering trust and creating a shared sense of the problem. Practical implications: The guidin

Reorganizing and integrating public health, health care, social care and wider public services:A theory-based framework for collaborative adaptive health networks to achieve the triple aim

Forty-one studies were included. Eight components were identified: social forces, resources, finance, relations, regulations, market, leadership, and accountability. Each component consists of three or more subcomponents, providing insight into (1) the (sub)component-specific strategies that accelerate PHM development, (2) the necessary contextual factors and mechanisms for these strategies to be successful and (3) the extracted theories that underlie the (sub)component-specific SCMO configurations. These theories originate from a wide variety of scientific disciplines. We bring these (sub)components together into what we call the Collabroative Adaptive Health Network (CAHN) framework

Dynamic Assessment of Narrative Competence

In Developmental Education, language plays an essential role as a tool for communication (and thinking). Learning to produce coherent messages (“narratives”) with both cultural and personal value in the context of meaningful socio-cultural practices is considered as an important goal of Developmental Education. Narratives are essential for human action as they function as a tool for giving meaning to reality. Therefore, close observation and assessment of children’s narratives is essential in the context of Developmental Education. Over the past years we have developed a Dynamic Assessment (DA) instrument for assessing children’s narrative competence. This instrument combines two common approaches to DA, namely standardised interventionist DA and interactionist DA. With the help of this instrument, teachers are able to gain insight into children’s actual narrative competence as well as their developmental potential and their receptivity to certain forms of assistance to reach this potential. Our experience up to now shows that it is possible to assess children’s narrative competence in a valid and reliable manner