Search results

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.

This chapter presents three Chinese teachers' narrative accounts about how they live in dilemmatic spaces due to excessive entitlement. Still, the teachers move forward with transformative agency. The thick description of the three teacher participants has been reported elsewhere as the narratives of Lee – a math teacher, Ping – a Chinese language teacher and Wang – a school principal. In this chapter, however, ‘excessive teacher entitlement’ is used as a new lens to assist me in revisiting their stories of living in dilemmatic spaces. Narrative inquiry as a method unpacks the three teachers' life experiences. Although Lee, Ping and Wang encounter different entitlements and various dilemmas, their transformative agency in transitioning from a survival mode to thriving human beings brings out the similarities in their experiences. Using Vygotskian philosophy and cultural-historical activity theory (CHAT), this chapter focuses on the teachers' transformative agency as breaking away from given boundaries in their professional lives and taking up initiatives that confront the tacit excessive entitlement in and around them. Furthermore, transformative agency is promising in that it helps develop new practices in teacher education. Finally, the new understanding emanating by viewing the three subjects' experiences from the angle of excessive entitlement has the potential to inspire teachers in other contexts to become conscious of manifestations of excessive entitlement not only in themselves or others they interact with but also in the macro context we live in. This consciousness also increases the likelihood of the urge to find ways to ameliorate excessive entitlement and to move closer to one's cherished professional values.

The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

This study employs a multi-method approach to investigate how perceived relationship marketing investment affects perceived relationship value and consumer gratitude, influencing consumer involvement, word-of-mouth intentions, and long-term relationships across three retail consumer types.

The study analyses a model involving 542 consumers, employing structural equation modeling and fuzzy-set qualitative comparative analysis to identify distinctive factor configurations across public, semi-public, and private retail organizations.

A retailer’s investment in relationship marketing significantly enhances relationship value and consumer gratitude, leading to increased engagement and word-of-mouth intentions. Perceived benevolence moderates the effect of relationship marketing on gratitude. However, gratitude alone does not ensure long-term relationships. Using fsQCA, we identify four distinct consumer configurations, providing nuanced insights.

Retail organizations broaden relationship marketing strategies to boost perceived value and elicit consumer gratitude, influencing consumer performance outcomes.

Retail organizations should broaden relationship marketing strategies to boost perceived value and elicit consumer gratitude, influencing consumer performance outcomes.

Managers should develop strategies that lead to consumer gratitude toward the firm, such as journey mapping can help visualize retail delivery. Grateful consumers may contribute to firms’ profitability by influencing current and potential consumers in their social networks and communicating their expertise through review/feedback for improvement. Therefore, various strategies are needed to stimulate positive comments from grateful consumers about the firm’s excellent performance.

This study builds on Lawler’s affect theory, highlighting how relationship value and consumer gratitude profoundly influence exchange process outcomes. It introduces new psychological mechanisms to explain the impact of perceived relationship marketing investment on performance outcomes. Integrating these elements provides a comprehensive understanding of retailer–consumer dynamics, revealing how emotional and psychological factors shape marketing strategies and business performance. This contribution enriches theoretical frameworks and offers practical insights for enhancing relationship marketing practices.

In this paper we ask: “What are the opportunities and challenges that creative methods pose in terms of conducting research processes with indigenous peoples impacted by emergencies and disasters?” To do that, we critically examine the creative and collaborative methodological approaches applied in the research project, Moving with Risk: Forced Displacement and Vulnerability in Colombia. This project sought to understand the trajectories of risk of families who were forcibly displaced as a result of the armed conflict in Colombia and resettled in areas at risk of disaster.

This article is intentionally written from the perspective of the researchers’ positionality. In doing so, we embrace writing that is situated and embodied in the researcher’s experiences and positionalities. This reflexive writing allows us to question the methodological experience of the research project we are analysing and, at the same time, ourselves, “the researchers” be questioned by it.

In this paper, we show how creative methods and participatory research can foster awareness and become the basis for inclusive and reciprocal research processes with indigenous communities in disaster studies. Specifically, we show that the use of creative methods helped us recognise that agency needs to be framed in collective spaces with the indigenous women we were working with and in relation to their livelihoods needs. We argue that finding spaces to conduct collaborative research and recognize agency is inextricably related to how the researchers reflect on their positionality.

This article contributes to critical perspectives in Disaster Studies and to an overall understanding of the role that creative methodologies play in research processes with people affected by disasters. It provides a novel perspective on the opportunities and challenges of applying arts-based methods in disaster risk studies with indigenous communities in Latin America.

Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is challenging to cross-check regarding conclusions due to the different research foci. This paper aims to provide a reliable theoretical framework and offers solid insights based on the existing research.

Based on the Onion model, 67 core literature in English and Chinese were coded through qualitative meta-analysis methods to explore environmental, behavioral, competence, belief, identity, mission and other factors that may impact teacher learning.

It was found that the quantitative structure of the current relevant studies was in an inverted triangular shape with three levels of steps, respectively, which can be summarized as structural environment, core behaviors and dominant mission. The heterogeneity between the findings mainly originated from two situations, oppositional and complementary and some structural adjustments were made to the Onion model according to the coding results to better represent the interaction of influences between the levels. It also analyzes current research trends and the centrality of learned behaviors based on the coding results.

The design of teacher learning activities should combine theoretical, practical and inquiry learning to ensure that teachers are kept fresh and motivated by sustained and varied stimuli.

To the best of the authors’ knowledge, this study is the first to analyze teacher learning influences through qualitative meta-analysis and create node saturation to analyze the results, resulting in highly credible and valuable research findings.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

This chapter is an exploratory study of women’s football in Goa during two defining periods in its history: 1975–1991 and 2017–present. Anchoring the analysis within the intersection of sport, gender, and decolonisation, the chapter aims to address the peripheralisation of women’s sport in academic work on sport in India. Examining the evolution of women’s football in Goa and the multifarious factors that stilted its advancement, this research demonstrates how the systemic challenges that have historically plagued women’s sport continue to hamper its progress. The chapter argues that the professionalisation of women’s sport is indispensable to unlocking its potential and doing justice to the players and other stakeholders who continue to pursue it despite manifold challenges.

This paper aims at understanding how automotive firms integrate customer relationship management (CRM) tools and big data analytics (BDA) into their marketing strategies to enhance total quality management (TQM) after the coronavirus disease (COVID-19).

A qualitative methodology based on a multiple-case study was adopted, involving the collection of 18 interviews with eight leading automotive firms and other companies responsible for their marketing and CRM activities.

Results highlight that, through the adoption of CRM technology, automotive firms have developed best practices that positively impact business performance and TQM, thereby strengthening their digital culture. The challenges in the implementation of CRM and BDA are also discussed.

The study suffers from limitations related to the findings' generalizability due to the restricted number of firms operating in a single industry involved in the sample.

Findings suggest new relational approaches and opportunities for automotive companies deriving from the use of CRM and BDA under an overall customer-oriented approach.

This research analyzes how CRM and BDA improve the marketing and TQM processes in the automotive industry, which is undergoing deep transformation in the current context of digital transformation.