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Spirituality is a concept that explains the spiritual dimension of human beings. Meaning of life, being together, and the bigger one's existence are the components of spirituality. In that manner, workplace spirituality is an area that endeavors to find the meaning of the work together with the community. Research reveals that workplace spirituality has several dimensions, and inner life, sense of community, and meaning at work are validly used. Though developing in the research area, misunderstandings and misuses of the phenomenon causes several dark sides. In this context, this chapter aims to reveal these in five aspects to contribute to enhancing the literature. The ambiguity in defining spirituality and religion is the first dark point in understanding workplace spirituality. Accepting spiritual executions at work as a tool for profitability is the second. The scarcity of awareness of executive leaders about workplace spirituality is the other. Considering the studies on workplace spirituality as a fad and the expected difficulties in developments about the area is the fourth. Finally, workplace spirituality-based misbehaviors at work are the last dark side, addressed in this study. In addition to the explanations in its content, the authors present a bibliometric analysis conducted by R. The chapter concludes with general evaluations and suggestions for future studies.

Service employees engage in Emotional Labor (EL), either through surface acting (SA) or deep acting (DA), when they interact with aggressive customers, so that they are able to abide to the organizational rules. Current studies have shown that employees engage only in SA when they interact with aggressive customers due to a number of reasons. Based on this, the authors undertake an exhaustive review and analysis of existing literature on EL, in order to enhance our understanding of the DA concept. Consequent to this analysis, tha authors interrelate and present the various research findings into a unified comprehensive framework for engaging in DA during a service encounter. Conclusively, the authors discuss the implications of the developed framework for the scholar community and management practice in the hospitality industry, and the authors propose various avenues for further research.

Leaders of global virtual teams (GVTs) during the economic crisis of 2008–2009 faced a leadership challenge very different from leadership of traditional, face-to-face teams during normal economic conditions. Previous research has shown that the effect of leadership tends to become diminished in virtual team situations, due to well-known challenges of virtual working (geographic dispersion, computer-mediated communication, time zone, cultural and language differences); however, little empirical research has been undertaken during crisis periods such as experienced in 2008–2009 to evaluate the effect of leadership on team outcomes during times of crisis. We present findings which shed light on the impact of three sets of leadership behaviour, as described by FIRO theory (Schutz, 1958), that is, inclusion (participation), control (structure) and affection (personal support), on virtual team motivation and cohesiveness spanning the time of the recent global economic recession. Beginning in March 2008 spanning one year to March 2009, 221 team members within 31 operational GVTs located across 22 countries responded to a three-part, online survey relating to perceptions of team leader behaviour, team motivation and cohesiveness. Findings showed significant positive relationships between leaders' perceived expression of inclusion and personal support and motivation and cohesiveness outcomes. In addition, perceived team cohesiveness was positively correlated to perceived team motivation. Results suggest the need for virtual leaders to ‘turn up the volume’ in their initiated inter-personal behaviour, that is, to increase efforts in participation and supportiveness to bridge the considerable gaps between themselves and team members working virtually and to maintain motivation during difficult times. Correspondent to these findings, we surmise that leadership development programs need to be adjusted to include training and feedback mechanisms to support these types of GVTs leadership behaviours.

To investigate sixth-grade students with learning disabilities and their use of Google Docs to facilitate peer revision for informational writing.

A qualitative case study is used to examine how students used Google Docs to support peer revision. Constant comparative analysis with a separate deductive revision and overall writing quality analysis was used.

The findings indicate that students used key features in Google Docs to foster collaboration during revision, they made improvements in overall writing quality, their revisions focused on adding informational elements to support organization of their writing and revisions were mostly made at the sentence level, and students were engaged while using the technology.

We postulate that the use of peer revision coupled with Google Docs technology can be a powerful tool for improving student writing quality and for changing the role of the writing teacher during revision. The use of peer revision should be accompanied with strong explicit instruction using the gradual release of responsibility model so that peer tutors are well-trained. Writing teachers can use Google Docs to monitor and assess writing and peer collaboration and then use this knowledge to guide whole and small-group instruction or individual conferences.

X = multiple interpretations

Teachers’ ability to identify and link content and language objectives is an important skill. This chapter explores how two-way immersion (TWI) teachers with a mainstream educator negotiated the shift to becoming a language-focused TWI teacher. We argue that it cannot automatically be assumed that these teachers have the knowledge and skills to attend to language issues. Specifically, our study examined how TWI teachers in three schools defined academic language and how they integrated language development into their practice through the use of language objectives. Our qualitative study features a constructivist framework using a thematic analysis of our data, which consisted of individual interviews and surveys with the teachers. Our analysis shows diverse interpretations of academic language and increased awareness of the role of language in their teaching and experienced benefits of making language objectives explicit, as teachers participated in professional development. Selecting and designing specific language-supporting activities, however, continued to be a challenge. We conclude that professional development needs to consider teachers’ different understandings and awareness of the role of language in the classroom. We also note that taking on the role of a language teacher may require a significant shift in assumptions about teaching and learning for teachers with mainstream teacher preparation and experiences and may depend on instructional context.

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

This chapter highlights the social and cultural gaps evidenced when students from a foreign country receive education in a Puerto Rican university. It explores the influence and the implications of the Spanish vernacular being used as a language of instruction. The chapter starts with a historical background on English language instruction for Puerto Ricans throughout the last century. This topic is discussed in order to shed light on the consequences of such a polemic subject and to evaluate the implications and the influence it has had in the way Puerto Ricans communicate. The Puerto Rican Spanish vernacular is inherent in the language of instruction used throughout grade school and in Higher Education. As part of the investigation of the effects of the language of instruction, three students were interviewed to form part of this discourse. The motivations they had to study on the island were explored, as well as experiences that highlighted the language and cultural barriers that may or may not have been present in while studying in a Puerto Rican university. Their feelings toward their general experiences with their peers and professors were also explored.