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This research examines the fan-team-sponsor relationship. It focuses on how the sports team's response to negative sponsor behaviour affects fan/spectator attitudes towards the sponsor. Results indicate that highly identified fans have significantly more positive attitudes towards the team sponsor than fans who are lower in identification. Highly identified fans informed of a negative action by a team sponsor felt more favourably towards the sponsor if the team continued, rather than terminated, their relationship with the sponsor.

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while simultaneously gaining access into children’s culture and the trust of adult gatekeepers involved (i.e., teachers). Drawing on my participant observation experiences in 10 preschool classrooms (over 470 hours and 19 months of observations), I challenge the use of the friend role (Fine & Sandstrom, 1988) and least-adult role (Mandell, 1988) in research with young children. I examine how teachers mediate the researcher’s role in participant observation of children in preschool classrooms demonstrating the importance of establishing a middle manager role between teachers and children when conducting participant observations. I also discuss strategies used to overcome adult’s mediation of the researcher’s role, and strategies for simultaneously gaining teachers and children’s rapport in participant observation research in ways that formulate positive relationships with adults and children. I demonstrate the importance of researcher reflexivity of children’s and adults’ assessments of researchers’ roles in the field, highlighting how researchers’ impacts on children are not dependent on the times they are present in the field. Instead, I show that children continue to critically assess researchers’ positionality and roles in the field, often times seeking the help of adults (i.e., parents and teachers), further stressing the need for researchers to negotiate an understanding of their roles with both adults and children prior to and while in the field.

Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic engagement with multicultural education.

Approach – Three semesters of fieldnotes, from one teacher educator's planning and execution of a blended learning format multicultural teacher education course, with face-to-face classes and asynchronous instruction through technology, document her struggles to create a blended learning curriculum model that explicitly addresses ways to impact teacher candidates' dispositions toward multicultural issues.

Findings – The inquiry raises hopeful questions about the possibilities of using stories and technology in a multicultural teacher education blended learning delivery setting. Additionally, the inquiry highlights fruitful tensions involved in making space for the stories of teacher candidates from both nondominant and dominant culture to become part of the curriculum of the class.

Research implications – Narrative inquiry's application as an empirical research method in the field of multicultural education is demonstrated. Highlighted particularly is the capacity in narrative inquiry methods to document places of tension and inclusion in multicultural teacher education.

Value – Awareness of the potential of storied ways of approaching diversity and the benefits of negotiating the tensions involved are of value to teacher educators exploring curriculum making in a blended learning format. Blended learning is reconceptualized beyond the blending of face-to-face and technologically mediated class sessions to include a notion of blending planned and lived curriculum and public and private learning opportunities.

Purpose: This report analyzes relationships between chronic inflammation and quality of life (QoL). It assesses the potential role of intimate relationships in associations between inflammation, medical sequelae such as pain and disability, and QoL.

Design/Methodology/Approach: Limited longitudinal data from the National Social Life, Health, and Aging Project (NSHAP) were analyzed. Inflammation was assessed via the biomarker C-reactive protein (CRP). The authors examined pathwise associations between CRP levels and general happiness. The authors used ordinal logistic regression with companion OLS models, and conducted a variety of sensitivity analyses.

Findings: Intimate partnerships – especially marriage – appear to impact associations between inflammation and QoL. When QoL is measured using general happiness, intimate relationships appear to shape directional associations between inflammation and QoL along with medical consequences of inflammation.

Research Limitations/Implications: Inflammation and its clinical consequences may substantially alter intimate relationship involvement and quality that in turn impact QoL. These relationships should not be viewed as unilateral explanations of the tremendous variability observed in QoL among people with inflammatory conditions, but rather as possible elements of complex causal frameworks. Further investigation using advanced methods for longitudinal modeling from limited waves of data can help to shed additional light on the nuances of happiness and QoL among people living with chronic inflammation.

Originality/Value: This chapter provides an overview of possible causal relationships between chronic inflammation, associated clinical and social experiences, and QoL. Researchers interested in advanced causal modeling of relationships between chronic inflammation and QoL can build on this work using novel methods and data sources.

This chapter addresses the nature of reflective classroom practice in a Hong Kong setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross-case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of 1 year. The results contribute to the understanding of reflective classroom practice by highlighting first, student teachers’ perceptions about learning to teach and second, their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice-expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.

It is not surprising that the dominant cognitive frame through which most audiences view climate change is that of an environmental problem. However, this messaging strategy has proven susceptible to counter-attacks, defensing processing, and other cognitive biases. As such, many environmental advocates are switching gears. From Barack Obama to Pope Francis, the environment-as-public-health-concern narrative is increasingly found in climate change messages. This strategy involves making the abstract issue of climate change more concrete by tying it to negative health impacts, like asthma, heat-related illness, and the spread of disease. Understanding why and for whom this strategy is persuasive, particularly in a social media context where users often encounter persuasive climate change messages, can help advance theory and practice.

The purpose of this chapter is two-fold: 1.) Test the effects of climate message frame (damage to nature or damage to public health), message source (liberal or conservative organization), and the use of visual human exemplars (present or absent) in social media messages; and, 2.) Assess the predictive utility of different conceptual frameworks (personification, construal level theory, and moral foundations theory) as explanatory mechanisms for persuasive social media climate message effects. The results of a nation-wide experiment reveal that the use of visual exemplars matters when climate change is framed as an environmental problem, but otherwise message frame, source, and visual exemplar use have little impact on policy attitudes. Further analyses demonstrated that multiple conceptual mechanisms related to the aforementioned theories help explain social media effects on climate change attitudes.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

The purpose of this qualitative study is to examine the effects of expatriation on the development of career capital among the partners of expatriates.

The study draws on in-depth interviews with 30 Finnish partners of expatriates.

The results reflect the various learning experiences reported by partners of expatriates that developed their career capital during expatriation. The learning experiences related to the experience of living abroad itself and to the specific activities undertaken when abroad. The extent to which partners developed knowing-why, knowing-how and knowing-whom career capital was found to partly reflect their situation abroad as stay-at-home partners or as employees in less-demanding or more-demanding jobs. Though the experiences were developmental for all partners as have been reported among expatriates, the authors also identified several aspects in which partners' experiences differed from the typical developmental experiences of expatriates.

The results also highlight the influence of initiative, an active role and career self-management skills in partners' career capital development.

This paper advances the understanding of how expatriation affects expatriate partners' career capital, a topic that has not previously been studied in-depth.

The case is derived from secondary sources, including publicly available reports and information about all companies directly or indirectly engaged in the industry. No primary sources were available.

This teaching case is designed for students to demonstrate their mastery of industry-level analysis in the emerging space tourism industry. It allows students to understand what constitutes the industry within the broader space sector and to apply analytical tools such as PESTEL and Porter’s Five Forces, with the option to discuss strategic groups. Students gain insights into how the industry is evolving within its broader environment and how companies could respond or differentiate themselves. Information is also provided for students to consider the broader social impact of a relatively new industry from the perspective of sustainable development.

The case is written for undergraduate and graduate students enrolled in strategic management courses. The case placement is ideally in conjunction with industry-level analytical frameworks such as Porter’s Five Forces, PESTEL analysis, strategic groups (optional) and industry life cycle. Most strategic management textbooks cover these concepts in the first few chapters. For example, “Strategic Management, 14th edition” by Hill, Schilling and Jones (2023) covers these topics in chapter 2. Given that space tourism is an embryonic industry dependent on technological innovation, instructors might also use this case in innovation or entrepreneurship-related courses. This case could also be used to address critical issues, such as sustainability, in tourism management courses.

This chapter brings the educational needs of students with disability from the margins to the mainstream by arguing that teacher education programs have a role to play in dismantling rigid and often unquestioned practices that segregate learners with disabilities from mainstream learning environments. This position is predicated upon a case study analysis of co-teaching strategies that emerged within the context of developing and teaching two new courses in an integrated dual credential program (general and special education) in our department. Construction and analysis of these cases reveal eight cross-cutting principles that serve as a framework for a praxis of desegregation in teacher education programs and K-12 settings and as a set of constructs for evaluating teacher training impact.