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The purpose of this paper is to quantify how mobile app usage relates to the unique characteristics of behavioral orientations and content types, focussing on the interrelationship among content usage in the context of in-app purchase.

Using a large-scale data set of individual content usage in a particular music mobile app, the author builds a simultaneous equation panel data model to examine dynamic interdependent usage of mobile app.

The paper finds a positive temporal effect of self-oriented content usage (download) on other-oriented content usage (gift), based on behavioral orientation, and also a temporal interdependence between external (ringtone) and internal usage (mp3) based on types of content. The paper also finds that the fourth generation communications standard increases content usage in this mobile app.

These findings provide useful insights for mobile app developers, mobile network operators, content providers, and mobile device manufacturers.

This paper is one of the first to consider and empirically test the interrelationship between various kinds of content usage in music apps.

This study investigates how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' purchasing and gift-giving behaviors and how broadcaster popularity moderates social interaction-oriented content's effect on the two different behaviors in live-streaming commerce.

A research model was proposed and empirically tested using a panel data set collected from 537 live streams via Douyin (the Chinese version of TikTok), one of the most popular live broadcast platforms in China. A fixed-effects negative binomial regression model was used to examine the proposed research model.

This study's results show that social interaction-oriented content in broadcasters' live speech has an inverted U-shaped relationship with broadcast viewers' purchasing behavior and shares a positive linear relationship with viewers' gift-giving behavior. Furthermore, broadcaster popularity significantly moderates the effect of social interaction-oriented content on viewers' purchasing and gift-giving behaviors.

This research enriches the literature on live-streaming commerce by investigating how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' product-purchasing and gift-giving behaviors from the perspective of broadcast viewers' attention. Moreover, this study provides some practical guidelines for developing live speech content in the live-streaming commerce context.

Placing gifted and talented students together organizationally is not a substitute for appropriate services. The placement or program model fundamentally serves as a vehicle to group or organize students together but programming, in practice, sometimes referred to as a service delivery model, is not the same thing as service. Placement is a management strategy. It must be coupled with curriculum and instructional modifications in order for substantial and positive academic and social–emotional effects to occur for gifted and talented students. Specifically, the program placement model is only as good as the curriculum and instructional models provided within that placement. This chapter provides descriptions and research evidence of the macro program models used for serving gifted students and more commonly used program placement models for grouping gifted students together within the traditional school day and beyond. Non-negotiable components and future directions are also discussed within the context of placement.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

The purpose of this paper is to understand what Christmas gifts mean to children by examining the features and styles of the letters that children write to Santa Claus.

Contents and style of 314 authentic letters sent by UK children to Santa Claus were analyzed using an underlying interpretive consumer research approach.

Letters to Santa contain expressions of needs, wants, desires, hopes and dreams related to Christmas. The majority of letters were identified as expressions of wants and desires, while only a few letters contained features of needs or dreaming. This implies that for children Christmas seems to be a rather unspiritual festival concerning having things rather than dreams coming true.

The generalization of findings is limited to Western welfare societies. Letters are not originally written for research purposes, and therefore lack background information about the writers and their writing situations.

Analysis of letters to Santa offers an opportunity to identify the spirit of postmodern consumption with its contradictory aspects, and understand children as consumers. It is essential to recognize and understand the nature of the desires of today's children as they are an influential set of consumers.

The paper offers insights about the contemporary Christmas gift giving from the point of view of children. Contrary to previous studies, the central focus of the analysis is on gift request styles and letters as meaningful entities, not just on product categories or brands as such.

This qualitative case study explores how one secondary world history teacher, teaching in a high-stakes testing context in a district pushing teachers to utilize differentiated instruction, makes sense of this pedagogical approach. We examine teacher sense-making within a conceptual framework of policy realization and ambitious teaching and learning. The teacher made no claims to being an expert on differentiation; yet, the findings indicated that she did possess an understanding of differentiation congruent with the literature and, whether she recognized it or not, used many strategies suggested by Tomlinson and other experts on differentiation. Her thinking about differentiation also appeared to be shaped by relational and contextual issues. Stated differently, the Virginia Standards of Learning exams and the pressure from administration for high pass rates appeared to shape how the teacher thought about her students, her content, her instruction and, ultimately, her approach to differentiation.

Relational norms, referring to shared values about behavioral rules, distinguish communal and exchange relationships based on different reciprocal expectations between actors. This research explains how reciprocal expectations behind the two relationships trigger gift givers' disparate behavioral goals and further determine their gift choices.

The current work uses three lab experiments (N = 482) and one consumer survey (N = 422) to collect Chinese gifting data. Multiple data-analysis methods – crosstab analysis, ANOVA, linear regression and bootstrapping procedures – confirm the hypotheses.

Gift givers distinguish communal and exchange recipients. When selecting gifts for communal (exchange) recipients, people depended more strongly on rational analyses (intuition), preferring products superior on cognitive (affective) attributions. Further, givers primed to be rational decision-makers by anticipating that recipients would evaluate the gifts immediately in their presence, regardless of the communal or exchange context, preferred cognitively superior products.

From a managerial perspective, marketers can make targeted recommendations by highlighting the appropriate attribute dimension (cognitive or affective) after learning givers' reciprocal expectations.

This work contributes to the gift-giving literature by revealing the direct link between gifting goals and gift choices, extending the understanding of consumers' gift-selection strategies.

This paper aims to describe a three‐day training program developed to improve the confidence and performance of major‐gift fund‐raisers at the NSPCC, a UK children's charity.

The paper explains the reasons for the course, the form it takes and the results it has achieved.

The paper reveals that more than £550 has been raised for every £1 invested in the program.

The paper shows that, on average, each fund‐raiser undertook 46 percent more meetings than in the period before the course. Major‐gift fund‐raisers made 45 percent more requests for gifts, and this activity generated a 29 percent increase in gifts made.

The paper highlights an effective way for charities to increase the amount they receive in donations.

The paper explodes the myth that fund‐raising skills are untrainable and that people simply have to learn the hard way.

This research paper aims to understand how givers characterise and manage their gift giving networks by drawing on attachment theory (AT). This responds to the need to illuminate the givers–receivers’ networks beyond traditional role-based taxonomies and explore their changing dynamics.

A multi-method, qualitative approach was used involving 158 gift experiences captured in online diaries and 27 follow-up interviews.

Results show that givers organise receivers into gifting networks that are grounded in a contextual understanding of their relationships. The identification of direct, surrogate and mediated bonds reflects three different dimensions that inform gift-giving networks of support, care or belongingness rooted in AT. The relative position of gift receivers in this network influences the nature of support, the type of social influences and relationship stability in the network.

This study illustrates the complexity of relationships based on the data collected over two specific periods of time; thus, there might be further types of receivers within a giver’s network that the data did not capture. This limitation was minimised by asking about other possible receivers in interviews.

The findings set a foundation for gift retailers to assist gift givers in finding gifts that match their perceived relations to the receivers by adapting communication messages and offering advice aligned with specific relationship contexts.

This study illuminates gift-giving networks by proposing a taxonomy of gifting networks underpinned by AT that can be applied to study different relationship contexts from the perspective of the giver. This conceptualisation captures different levels of emotional support, social influences and relationship stability, which have an impact on the receivers’ roles within the giver’s network. Importantly, results reveal that the gift receiver is not always the target of gift-giving. The target can be someone whom the giver wants to please or an acquaintance they share with the receiver with whom they wish to reinforce bonds.

This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).

Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.

The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.

The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.

In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.

The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.

As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.