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This paper responds to the need for more investigation into the "conceptual underpinnings of sponsorships" (Gardner & Shuman, 1988, p.44) by investigating the spectrum of opportunities that are available to small firms - whether as sports donors or as bona fide sponsors - through the prism of small business Stages of Development theory. A multiple case study approach is employed to explore the nature of sponsorship activities being undertaken by small enterprises and to contribute to the advancement of the authors' 'philanthropy-sponsorship' continuum.

This research makes two contributions. First, it presents the classifications of 'patronage' versus 'semistrong sponsorship' versus 'fully functioning sponsorship' relationships, based on the nature of the expected benefits. Second, it evaluates the small business/sports property interface from the perspective of small business phases of development and proposes a framework for linking the small firm to sports sponsorship outcomes.

Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for pedagogy and curricular design. Naturally, both discourses have intersected with each other through the attempts at their integration, potentially leading toward new practices of enhanced educational impact. This chapter serves as a deliberate reflection and elaboration upon the nature and potential implications of their integration. As both discourses reflect valuable approaches and ideas, it is important to carefully examine and approach their integration to ensure that the value of each perspective is preserved as well as enriched in its power to educatively stimulate meaningful learning in the classroom. In order for such an educative situation to emerge, I argue that the integration should be defined by a sustained friction and differentiation between each perspective. By sustaining the friction, each perspective preserves their power to illuminate alternative possibilities in understanding the self and the world for the other. The educative value of such friction rests within its power to carry students onto a journey of continuous learning without settling upon finalized answers. Ultimately, I conclude that this friction is made possible and sustained by being embodied as the very self of the teacher.

Describes a controlled marketing experiment carried out in Ireland designed to test consumer reaction to price and display changes. Uses a branded aerosol air freshner as an example product line and involves eight supermarkets in the Dublin area. Suggests from the results, that display is an important factor in the sale of products, but reduction in price suprisingly reduces unit sales and revenue.

The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.

The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.

The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.

This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.

The paper contributes to a broader debate on measuring SC of university students.

The purpose of this paper is to review and generate themes evident in research on primary and post-primary (secondary) school leadership in the Republic of Ireland (Ireland) from 2008 to 2018.

This paper follows the steps of a systematic review and thematic synthesis.

Following the review, six themes are identified and described, summarising the most current school leadership research in Ireland.

Potential future directions of research are identified.

No review of research on school leadership in Ireland is currently available and this is timely given the policy context’s recent focus on school leadership. The steps taken to conduct the review are clearly outlined.

“Alterophobia”, which refers to prejudice directed towards members of “alternative” sub‐cultures, has been manifest in criminal cases such as the murder of Sophie Lancaster in 2007 (UK). The purpose of this paper is to investigate whether alterophobia is also evident in patterns of school bullying behaviour.

A total of 820 fifth‐year students (16‐17 years old; 339 male (41.3 per cent), 481 female (58.7 per cent), at nine secondary schools in Ireland, were asked to respond to a short, specifically constructed questionnaire, concerning membership of groups and sub‐cultures, and bullying behaviour.

Self‐identified membership of sub‐cultures was infrequent; reports of perceiving that one was identified by others as a member of a sub‐culture were more frequent. Self‐identified members of sub‐cultures reported both having been bullied and having bullied others more frequently than did members of the general sample. Participants expressed that members of “alternative” sub‐cultures (“moshers/rockers”, “goths”, and “emos”) were more likely to be bullied, and that members of “non‐alternative” sub‐cultures (“chavs” and “D4s”) were more likely to bully others. It was concluded that “alterophobic bullying” was a reality, and that members of “alternative” sub‐cultures may be considered to be “at risk” of being bullied.

This study is based on a simple and original questionnaire, and therefore provides indicative/exploratory findings; if a subsequent survey method were attempted, equivalent definitions of sub‐cultures would have to be ensured. It is possible to see how alternative research methods (e.g. focus groups) would permit for advances in understanding in this area.

It is suggested that specific mention of alterophobia in school anti‐bullying policies should be made, and that closer attention to the psychology of prejudice and “pro‐conformist aggression” could inform future anti‐bullying efforts.

The paper is the first to focus explicitly on “alterophobia”, and provides the first empirical evidence on “alterophobic bullying”.

The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences.

Leadership preparation in Kenya and South Africa was relatively unstructured, compared to structured university-based leadership preparation in Alberta. The assumption in Kenya and South Africa was that classroom teaching was adequate preparation, while Alberta respondents perceived teaching and leadership as discrete knowledge sets. Content of preparation experiences in Kenya and South Africa was mainly about teaching and learning, while in Alberta it was more about instructional leadership. Kenyan principals felt prepared for the principalship. Alberta principals stated that they were ill prepared to deal with day-to-day responsibilities. Senior South African principals felt they were not prepared for school improvement while younger principals felt they were adequately prepared.

Findings suggest that providers utilize cross-cultural partnerships that incorporate technology-mediated dialogue and action research. Cross-cultural learning should be considered co-learning. Preparation should include partnerships between western institutions and informal groups of principals in settings such as Kenya and South Africa. The study informs policymakers, researchers, and school leaders.

The cross-cultural comparisons in this paper inform understandings of the principalship in relation to organizational change in schools.

This paper aims to highlight the need to examine the factors that influence adolescents' resistance to report their cyberbullying experiences to adults.

It outlines key factors that need to be considered when defining, operationalizing and examining adolescent cyberbullying as well as providing an examination of the literature on non-reporting behaviour both internationally and in the specific context of Ireland.

By doing so, it provides justification for the need to examine the causal factors that influence adolescent resistance to report their cyberbullying experiences.

As the purpose of the paper is to provide a synthesis of the literature on cyberbullying and specifically the literature that point to the phenomenon of adolescent non-reporting of cyberbullying experiences, its contribution is necessarily non-empirical. Instead, it provides guidance that will assist other researchers seeking to build on this work through empirical data collection.

Adult interventions to address adolescent cyberbullying can only take place if adolescents report their experiences to adult caregivers, be they parents or teachers. By outlining the factors that need to be considered when examining cyberbullying, this study will assist researchers who wish to examine this issue as well as teachers, parents and policy makers who seek to eliminate cyberbullying behaviour.

Research on cyberbullying and on the factors influencing adolescent non-reporting is remarkably limited. This study provides a strong academic framework contribution for other researchers seeking to progress the understanding of an emerging issue.