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Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness.

Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously.

Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader.

Implications – The chapter's goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion.

Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Arts festivals use projects to showcase creative works, configuring a creative field, whether locally, regionally or internationally, by whom engages and attends to the arts festival: artists, funders, media and audiences. This study compares the Edinburgh and Berlin arts festivals founded after World War II. Each city began with a founding festival. Edinburgh International Festival of Music and Drama sought to reconcile and heal international relations whereas the Berlin International Film Festival sought to showcase free expression and democracy. Both founding festivals were internationally oriented, as seen in their names. Each city added festivals over time and engaged in distinct temporal strategies and configured different creative fields. Edinburgh’s additional festivals entrained to its founding festival, synchronizing in time and place five festivals which led to greater duration and intensity of the experience and configured an international creative field: artists, media, and audiences who attended and engaged with the city festivals. In contrast, Berlin’s founding Film festival, which was internationally oriented, was followed by festivals that were treated as distinct, scheduling each festival sequentially across a yearly calendar and configuring a creative field regionally oriented around Germanic language and culture. Thus, a city’s temporal strategies for arts festivals may configure international, regional and local creative fields, changing who comprises the field to interact.

Although there is an increasing amount of research in the services advertising area, results from content analyses suggest that there is a discrepancy between services advertising theory and practice. Explores this discrepancy by interviewing creative directors in UK advertising agencies to establish their views. More specifically, the interviews examine first how the directors classify products and services and secondly how they think services should be advertised. The results reveal that the directors are not influenced by the product/service characteristics. The main influence on the creative work is the advertising objective. If any classification takes place it utilises the utilitarian/experimental divide or the involvement continuum. These exploratory findings provide an explanation for the discrepancies found in previous studies and bring into question the relevance of examining services advertising separately from advertising in general. Advertising may be one element of the marketing mix that is not influenced by service characteristics.

The theme of this keynote address is conceptual puzzles raised by empirical research on conflict management and resolution. Three types of puzzles are highlighted: those that deal with processes, identities, and situations. The process puzzles include some counter‐intuitive implications of negotiating strategies and interaction process dynamics. The identity puzzles include the ways in which identity is negotiated, perceptions of ingroups and outgroups, and the connection between loyalty to groups and collective action. The situation puzzles address attribution issues, the distinction between passive actors and active agents, and the role of history. An attempt is then made to juxtapose the puzzles toward a larger conception of a field that emphasizes change in the phenomena we analyze in research and shape through practice. A number of these ideas are found also in the research of previous IACM lifetime award recipients, with whom connections are made.

Purpose – This chapter presents four different approaches to doing and writing qualitative research in strategy and management based on different epistemological foundations. It describes two well-established “templates” for doing such work, and introduces two more recent “turns” that merit greater attention.

Design/Methodology/Approach – The chapter draws on methodological texts and a detailed analysis of successful empirical exemplars from the strategy and organization literature to show how qualitative research on strategy processes can be effectively carried out and written up.

Findings – The two “templates” are based on different logics and modes of writing. The first is based on a positivist epistemology and aims to develop nomothetic theoretical propositions, while the second is interpretive and more concerned to capture and gain insight from the meanings given to organizational phenomena. The two “turns” (the practice turn and the discursive turn) are not as well defined but are generating innovative contributions based on new ways of considering the social world.

Originality/Value – The chapter should be helpful to researchers considering qualitative methods for the study of strategy processes. It contributes by comparing different approaches and by recognizing that part of the challenge of doing qualitative research lies in writing it up to communicate its insights in a credible way. Thus while describing the different methods, the chapter also draws attention to effective forms of writing. In addition, it introduces and assesses two more recent “turns” that offer promising routes to novel insight as well as having particular ontological and epistemological affinities with qualitative research methods.