Search results

1 – 8 of 8
Article
Publication date: 28 August 2019

Adrian Pritchard, David Cook, Andrew Jones, Tom Bason, Paul Salisbury and Ellie Hickman

The addition of products to the core of matches by professional sports teams (PSTs) has received much coverage. However, there has been limited work as to how their stadiums are…

Abstract

Purpose

The addition of products to the core of matches by professional sports teams (PSTs) has received much coverage. However, there has been limited work as to how their stadiums are used to stage non-sporting events. The purpose of this paper is to investigate how clubs in the English Football League (EFL) use their venues to diversify into other markets.

Design/methodology/approach

Secondary sources were used to categorise the teams who played in the EFL by: average division turnover, stadium capacity and stadium age. Semi-structured interviews were held with a member of the commercial teams of 21 clubs.

Findings

Clubs use their stadiums to supply a range of products and working with partners is commonplace. These products are targeted at a range of stakeholders, such as supporters, the local community and regionally based organisations. In addition to their own efforts, increased geographical coverage for clubs usually develops in three ways: via internal marketing by local organisations who use the facilities, agents who market the stadium for the club and the EFL who market the league/clubs holistically.

Research limitations/implications

The use of a stadium allows PSTs to diversify by providing new products for new markets. In this instance it has led to the development of capabilities in areas such as conferencing, funerals and weddings.

Originality/value

This is one of the first papers to examine the capabilities developed by PSTs that lie outside the staging of matches.

Details

International Journal of Sports Marketing and Sponsorship, vol. 20 no. 4
Type: Research Article
ISSN: 1464-6668

Keywords

Article
Publication date: 6 March 2017

Amanda McGraw and Robert Davis

The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’…

Abstract

Purpose

The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs.

Design/methodology/approach

Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices.

Findings

It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches.

Originality/value

Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 3 August 2021

Donna Barwood

The aim of this paper is to distinguish pedagogies supporting critical health literacy development in adolescent populations. Specifically, for sun safety education in schools.

Abstract

Purpose

The aim of this paper is to distinguish pedagogies supporting critical health literacy development in adolescent populations. Specifically, for sun safety education in schools.

Design/methodology/approach

The paper draws on an exploratory intrinsic case study design to qualitatively examine the learning conditions that Pre-Service Teachers' (PsTs) mobilise to advance Health Literary (HL) in learning activities.

Findings

This paper presents data that shows the different ways thirty Pre-Service Teachers (PsTs) in Western Australia conceptualise HL in sun safety education for Year 7 students (12–13 years old). Examination of three consecutive lesson plans categorised learning activities (n = 444) according to HL competencies. Data shows that the PsTs pedagogically advance HL but are constrained when conceptualising learning to support critical HL. Further examination of the lesson plans of the 11 PsTs who pedagogically advanced learning to support a critical level of health literacy, distinguished the learning conditions and pedagogies supporting critically health literate adolescents.

Originality/value

By distinguishing pedagogies to situate individual and social health within broader societal goals, the paper identifies teacher education institutions as key players enabling young people to socially advocate healthier living, particularly, regarding melanoma and non-melanoma incidence.

Details

Health Education, vol. 121 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 1 December 2014

Amanda McGraw

Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical…

Abstract

Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical experiences, young peoples’ drawings, and examples of narrative research to demonstrate the value of sharing and connecting personal stories. In the context of evidence-based reforms in education and a focus on accountability and teaching standards, Australian governments, like others, express concern about the “quality” of teacher education and are looking to models of school-based “training.” While apprenticeship models of teacher education are considered inadequate, stronger partnerships between schools and universities are desirable. I argue that rather than continuing to be at the periphery, narrative research and pedagogies can exist as a central thread in teacher education programs, which have stronger connections to schools, teachers, and young people because they reveal the complexity of teaching and learning processes, enable deeper levels of understanding, and foster a critical reflective stance. I use examples from practice to show how narrative pedagogies contextualize, problematize, and clarify personal values and experience, theory, policy, and issues of practice. Nowhere is this more powerful than in situations where dispersed narratives, told orally, in writing and through visual representations sit alongside of one another and collide. Dispersed narratives challenge the view that narratives are contained and individualized. Rather than being discrete, they exist as intertextual connections or networks of meaning that can be created by groups of people not necessarily confined by space and time. This chapter aims to open a space for the continued thinking about how dispersed narratives can be used in teacher education to deepen professional learning.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Article
Publication date: 21 May 2021

Vaughan Cruickshank and Casey Mainsbridge

The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to…

Abstract

Purpose

The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.

Design/methodology/approach

PST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.

Findings

PST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.

Originality/value

Little is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.

Details

Health Education, vol. 122 no. 1
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 1 September 2007

Paul Rogers, Gail Miller, Brodie Paterson, Clive Bonnett, Peter Turner, Sue Brett, Karen Flynn and Jimmy Noak

Breakaway training is a mandatory training programme for mental health staff in both NHS and private services. However, the question that remains outstanding from the recent…

229

Abstract

Breakaway training is a mandatory training programme for mental health staff in both NHS and private services. However, the question that remains outstanding from the recent guidance on the management of short‐term violence published by the National Institute for Clinical Excellence (NICE) (NICE, 2005a; 2005b) is whether breakaway training is effective?This paper provides a history of and evidence for breakaway training, and a study examining the content of breakaway training in one English high secure hospital is provided.

Details

The Journal of Mental Health Training, Education and Practice, vol. 2 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 4 June 2018

Milad Shams Zare, Reza Tahmasebi and Hamidreza Yazdani

The purpose of this paper is to assess the maturity of human resource management (HRM) processes of the Sazehgostar Co. based on human resource (HR) process survey tool (PST) and…

1438

Abstract

Purpose

The purpose of this paper is to assess the maturity of human resource management (HRM) processes of the Sazehgostar Co. based on human resource (HR) process survey tool (PST) and provide solutions for them.

Design/methodology/approach

The HR PST was adopted as the reference model. Data were collected through interviews with HR experts and reviewing organisational documents. A scoring system (based on RADAR logic) is introduced to score the interviews and documents.

Findings

Each element of HR PST consists of ten maturity levels. The results of the assessment showed that the overall average of the organisation’s HRM processes maturity is at level 2. The process of data management and HR systems with a score of five received the highest score, and the organisational capability development, talent management and rewards and recognition processes with a score of 1 received the lowest score.

Practical implications

These findings enable management and HR management to measure the quality of HR processes and help them to prioritise development actions.

Originality/value

The existing literature does not present empirical research in the field of the maturity of HRM. Also, the analysis method used in this study will help organisations to perform self-assessment and determine the maturity of their processes.

Details

Business Process Management Journal, vol. 24 no. 3
Type: Research Article
ISSN: 1463-7154

Keywords

Open Access
Article
Publication date: 20 February 2023

Estefanía Martínez Valdivia, Maria del Carmen Pegalajar Palomino and Antonio Burgos-Garcia

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active…

Abstract

Purpose

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

Design/methodology/approach

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

Findings

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

Research limitations/implications

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

Originality/value

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 8 of 8