Communication at the end of life poses important challenges for patients, families, and caregivers. Previous research on end-of-life communication has concentrated on areas including the provision of bad news and clinical and personal decision making. In this study, we turn our attention to the processes through which caregivers provide comfort in palliative care. Our ethnographic and interview study of spiritual communication among hospice workers and their patients is guided by a dialectical framework. We find a central dialectic in which hospice workers recognize the tension between "leading" and "following" patients and families in discussions of spirituality at the end of life. Our analysis reveals that though some care providers choose one pole of this dialectic, most workers try to manage the dialectic by shifting between leading and following in different situations or different points in time or by transcending the dialectic and addressing the multiple goals of interaction.

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This research investigates a design and development approach to improving science teachers' access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers' abilities to participate in the online course and collaboratively build knowledge. Teachers' perceptions of their experiences both in surveys and interviews demonstrated high satisfaction with the quality and usability of the PD, including positive beliefs related to the social capital elements of tie quality, depth of interaction, and access to expertise. Further transactivity analyses of their interactions in course discussions showed higher levels of collaborative discourse resulting from prompts that specifically targeted the exchange of information over those that asked teachers to reflect about their content understanding or their classroom practice. Implications for this design for asynchronous online PD approaches to reach more teachers are discussed.

Purpose The overarching goal of the research is to understand strategies that can support utility and access to high-quality teacher professional development (PD). This study aims to examine the design and delivery of an online asynchronous course for science teachers using the edX massively online open course (MOOC) platform. The conceptual framework considers three areas of research: high-quality PD characteristics for K12 teachers, the development of social capital and known challenges in MOOC and computer-supported collaborative learning and participation. Design/methodology/approach This is an empirical mixed-methods study that details the design of the PD course and implementation strategies that instantiate the conceptual framework. The authors collected three data sources from 41 teachers who completed the course. These included post course satisfaction surveys, teacher semi structured interviews and discussion board contributions. Findings Survey findings revealed high satisfaction among teachers in the areas of overall course design, module construction and delivery and usability of materials in teaching. Interview findings showed positive perceptions of the social capital framing in developing tie quality, trust, depth of interactions and access to expertise. Analyses of discussion board contributions also demonstrated high degrees of information exchange resulting from prompts intentionally constructed to foster collaboration. Practical implications This study offers a set of strategies to build networked teacher PD communities in asynchronous online PD platforms and shows promising evidence of addressing quality and access issues. Social implications Designing experiences to build teachers’ social capital shows promising potential to support high quality PD that may, in turn, raise the quality of science education for students and classrooms both locally in the US and globally. Originality/value The conceptual framework provides a novel approach to theorizing and operationalizing best practices for teacher PD and online participation.

Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for supporting participants’ learning and engagement. Our work also responds to recent calls for developing a more nuanced understanding of how the complexity of feedback influences learning and the need for more qualitative research on online facilitators’ and learners’ experiences working with new technologies. Results demonstrated that, despite the difficulty of analyzing the complex variables influencing learners’ interactions and perceptions of the feedback system, designing adaptive feedback systems that draw on the principles of design-based implementation research (DBIR) offer promise for enhancing the systems’ contributions to teacher learning.