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1 – 10 of 630Michael W Preis, Salvatore F Divita and Amy K Smith
Missing in most of the research on selling has been an examination of the process from the point of view of the customer. When satisfaction in selling has been considered…
Abstract
Missing in most of the research on selling has been an examination of the process from the point of view of the customer. When satisfaction in selling has been considered, researchers have focused on the satisfaction of the salesperson with his job and/or the impact of this job satisfaction on performance (e.g. Bluen, Barling & Burns, 1990; Churchill, Ford & Walker, 1979; Pruden & Peterson, 1971). To concentrate on salesperson performance while neglecting customers is to ignore the most important half of the relationship between buyers and sellers and entirely disregards the marketing concept and the streams of research in customer satisfaction. This research takes a different approach and examines customers’ satisfaction with salespeople.
The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.
Abstract
Purpose
The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.
Methodology/approach
This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe® Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.
Findings
Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.
Practical implications
As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.
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The core deficits associated with ASD pose significant obstacles to achieving social competence; indeed, the deficits, in many cases, define social incompetence. The diagnostic…
Abstract
The core deficits associated with ASD pose significant obstacles to achieving social competence; indeed, the deficits, in many cases, define social incompetence. The diagnostic criteria for autism include qualitative impairment in social interactions and verbal and non-verbal communication, including delay in the acquisition of expressive language (American Psychiatric Association (APA), 2000). A pattern of narrow, restricted interests and stereotyped behavior are also requirements of the diagnosis. The diagnostic criteria for Asperger's Disorder also include impaired social interaction and restricted interests without delay in language acquisition and with average to above average intelligence (APA, 2000). In sum, ASD is defined by significant impairment in social functioning that is qualitatively distinctive from both typical social functioning and from social functioning deficits associated with other diagnoses.
Constantin Bratianu, Alexeis Garcia-Perez, Francesca Dal Mas and Denise Bedford
For centuries, the Hispanic population has been proving itself as an emerging majority in the United States. The United States census shows that the Hispanic population more than…
Abstract
For centuries, the Hispanic population has been proving itself as an emerging majority in the United States. The United States census shows that the Hispanic population more than doubled from 1970 to 1980 and from 1980 to 1990. However, despite these data, libraries have not adapted their library services to meet the needs of this population, despite their knowledge that Hispanics do not feel welcome in libraries. Authors from 1970 to 2001 have highlighted the long-standing problem of Hispanic under-utilization of libraries and have provided recommendations for the library community regarding adapting their services in a culturally sensitive manner. Despite these publications, there is still literature in 2001 reporting that Hispanics do not feel welcome in libraries. The purpose of this study is to examine the current status of three facets of librarianship: (1) outreach efforts to Hispanics; (2) specialized training for Hispanics in bibliographic and information literacy; and (3) current attitudes of Hispanics toward public libraries.