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Although there are many models of decision making, there are few attempts to match the appropriate decision strategy with different situations. After reviewing and comparing six contemporary decision‐making models, a framework and propositions are developed that match strategies with circumstances. The article concludes with a discussion of theoretical and practical application of the proposed contingency model decision making.

This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The origins and meaning of learning gain, and its relation to similar terms, are discussed. The ways in which learning gain has been applied in practice and in research are considered. The issues raised by this practice and research are examined, and the various criticisms made are reviewed. Some conclusions are then drawn.

This paper presents a decision-making framework for e-banking operations, based on the Quality Function Deployment and the Analytic Hierarchy Process. The main research question is the development of a framework and its potential contributions in supporting decision makers in implementing quality strategies that will encourage the usage of e-banking services (EBS).

The introduced framework comprises four distinct stages which include criteria determination, field surveys and EFA, QFD application including AHP and finally sensitivity analysis investigating the dynamic nature of the environment. AHP determines the intensity of the relationship between e-banking quality criteria and customer banking activities. A novel House of Quality (HoQ) is proposed, based on a market mix founded on key e-banking activities, and sensitivity analysis is used to investigate alternative scenarios. To illustrate the steps of applying this framework, the authors use a convenience sample from the Greek e-banking sector.

Through the illustrated example is supported that the proposed approach can reveal valuable information when contemplating strategies to improve e-banking usage and expand its acceptance. In addition, sensitivity analysis leads to purposeful insights regarding the effects of market segmentation and/or target settings on the ranking of e-banking quality/selection criteria provided by the HoQ. In the specific numerical example, the most critical quality factors were “Security and Reliability”, “Convenience”, “Design”, “Pricing” and “Skills,” although different rankings night well appear in different contexts or geographical regions. Moreover, sensitivity analysis showed that these results depend on the specific market mix and targets. As mentioned above, the implementation of the framework in different geographical regions or e-service sectors might certainly reveal different critical factors.

Discussed in the paper body.

Discussed in the paper body.

The paper presents a well-defined four stage framework for improving EBS penetration. It utilizes a structured qualitative and quantitative approach and outlines and ranks e-banking quality factors stemming from the market mix and allows assessment of alternative scenarios through sensitivity analysis.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.