This article presents initial findings of a case study focusing on data use in five low-performing urban high schools undergoing comprehensive schoolwide reform. The case study investigates: (a) the ways in which disaggregated data can be used to examine progress and guide improvement in the process of restructuring urban, low-performing high schools; (b) factors and conditions that either promote or act as barriers to data use; and (c) the policy and practice implications of achieving effective data use in a high school reform process. Study findings point to several key factors that have an impact on data use in the study sites: the quality and accuracy of available data, staff access to timely data, the capacity for data disaggregation, the collaborative use of data organized around a clear set of questions, and leadership structures that support schoolwide use of data. The findings build on current literature and also contribute new knowledge of the key roles played by a data team and a data coach in fostering effective data use in high school reform.The high school reform movement is drawing increasing attention to the need for more systematic uses of data to inform the policy, management, and instructional changes that result in higher student achievement. As today's educators grapple with the challenge of changing current high school structures into more effective learning environments, data can be a powerful ally in stimulating positive change and improvement. In low-performing urban high schools, increasing demands for accountability are paralleled by equity concerns arising from the enormous diversity of the student population-in culture, language, prior educational experiences, home situations, learning styles, attitudes toward learning, and future aspirations.

Aim. To discuss the meaning of compassionate care as it applies to staff, patients and families in health and social care settings, its application to practice and how organizational infrastructures affect the delivery of care. Background. The term compassion has assumed headline status and inclusion in current health and social care policy. Clarity of what the term means in practice is needed and may help to promote delivery of compassionate care consistently across health and social care settings. Design. Discussion paper. Data Sources. This article draws on data from an action research programme (Leadership in Compassionate Care Programme, 2007-2011) that focused on embedding compassionate care into practice and education and related literature focused on compassionate person-centred care. A literature search was conducted and articles published in English relating to the terms compassionate, personcentred care between 1999-2011 were included. Discussion. Perceptions of compassion, practising compassion and the infrastructure to support compassion are discussed. Implications for Nursing. It is anticipated that this discussion will prompt further debate, raise awareness and help to clarify the meaning of compassion in everyday practice with patients, relatives and staff, so that it can be more clearly named, valued and defended. Conclusion. This article challenges some of the beliefs and values that underpin the meaning of compassionate care and its application to practice. It brings greater clarity to the meaning of compassion, which could be used to form the basis of shared visions of caring, both strategic and operational, across organizations.

Improving the patient and family experience in hospital and supporting people to deliver compassionate dignified care is a priority on the policy agenda in the UK. The purpose of this paper is to describe our experiences of using the method of emotional touchpoints to learn about compassionate care in hospital settings. This work is part of the Leadership in Compassionate Care Programme which is using an action research approach to embed compassionate care in practice and education. Data were generated using the touchpoint method from 16 patients and 12 relatives from a range of care settings that included medicine for the elderly, older people’s mental health and a stroke unit. The benefits of using this approach include its ability to help practitioners to see in a more balanced way both the positive and negative aspects of an experience, and to help service users to take part in a meaningful and realistic way in developing the service. Significant learning arose from these stories that has directly influenced change on the wards. The changes have not only focused on practical solutions but have also provided a platform for discussing some of the more complex cultural aspects that contribute to the delivery of compassionate care.

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This paper describes outcomes from research titled Leadership in Compassionate Care. The research adopts a participatory action research approach, utilizing appreciative inquiry and relationship centred care. Outcomes of the research are based upon relationships between patients, families and staff. This paper focuses on in-patient care for older people. A range of data generation activities were undertaken including: observation, interviews using emotional touch points and reflective accounts. To highlight outcomes in compassionate care, this paper uses case studies from two participating services. Principles of compassionate care were derived from understanding experiences of patients, relatives and staff and initiating responsive action projects. The aim was to enhance the experience of relationship centred, compassionate care. The process of emotional touch points enabled a richer understanding of experience. In terms of outcomes for patients this involved, enhanced quality of time spent with family and opening up conversations between families and staff. Outcomes for families involved enhanced access to relevant information and the opportunity to make sense of their situation. Staff outcomes were gaining experience in working alongside family to co-create the service, enhanced understanding of the experiences of patients and relatives led to direct changes in individual and team practices.