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The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities.

A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test.

The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing.

Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

This paper has two purposes. First, to provide insight into the formation of completely online small groups, paying special attention to how their work practices develop, and how they form identity. Second, to pursue conceptual development of a more multi‐level view of completely online group experience, which can be made visible through analysis of the unique interaction logging system used in this study.

The authors conduct a mixed methods study that integrates interviews, grounded theory analysis, case study methods and social network analysis to build a multi‐layered view of completely online group and community development.

Completely online group formation is explicated as a socio‐technical system. The paper identifies themes of tool uptake and use, and patterns of interaction that accompany group formation and development of completely online group practices. These patterns show little respect for the boundaries of space and time. It then shows how groups who are paired together for two non‐sequential activities develop a common internal structural arrangement in the second activity, and are viewable as groups in the larger course context in four of six cases.

The time bounded nature of the group and community, combined with the educational context limit the generalizability of these findings.

The study shows how completely online group development can be made visible. Managers of work teams and teachers who work with classrooms in completely online contexts need to recognize the dynamic structure and interaction practices of completely online teams.

First, little research has been conducted on completely online group formation. Second, a conceptual understanding of how group members relate to one another and how groups interact with other groups in the same socio‐technical context is not explored in prior work. Third, the paper performs this analysis including data from rich, contextualized usage logs, which enables greater insight into online group interactivity than prior research.

Young children who are referred to mental health agencies because of oppositional defiant disorder (ODD) and conduct problems (CP) frequently have comorbid diagnoses or symptoms such as attention deficit disorder (ADD) with or without hyperactivity (ADHD), language/learning and developmental, or autism spectrum disorders. Research has shown that the Incredible Years Child Dinosaur programme offered to children with comorbid issues is successful at reducing behaviour problems and increasing social and emotional competence. This article examines ways in which this small group therapy programme is tailored to address the individual goals of each child so that the intervention is developmentally and therapeutically appropriate. It discusses group composition, as well as the importance of specific content and teaching methods for children with ADHD, academic and language delays and mild autism.

It has been brought to Emerald’s attention that the article “Adapting the Incredible Years child dinosaur social, emotional, and problem-solving intervention to address comorbid diagnoses” by Webster-Stratton, Carolyn and Reid, M. Jamila published in the Journal of Children’s Services, Vol. 3 No. 3, 2008, failed to disclose conflict of interests prior to publication. Author Carolyn Webster-Stratton disseminates the Incredible Years treatment and stands to gain from favourable reports. Because of this, she has voluntarily agreed to distance herself from certain critical research activities, including recruitment, consenting, primary data handling and data analyses. The authors apologise for not disclosing the information prior to publication. The University of Washington has approved these arrangements.

Using student-centered teaching methods presents a great challenge to many new middle and high school history teachers. Having experienced mostly teacher-centered instructional approaches (such as lectures and teacher-led discussions) in secondary school and college classes, they begin student teaching with few models for how to teach using less traditional forms of instruction. This paper discusses “Ideas, Issues, and Insights,” a strategy for prospective history teachers, as they explore the use of student-centered teaching methods with middle and high school students. It analyzes written reflection papers where history teacher candidates identify their ideas for three student-centered instructional methods — small group work, primary source analysis, and historical role-plays and simulations — as well as issues that arise when these student-centered methods are implemented in the classroom. As history teacher candidates respond to their ideas and issues, they generate insights about how they can best use student-centered teaching methods in their future classrooms. The first-person perspectives of history teacher candidates are highlighted to show how college students in one university-based teacher preparation program think about their student teaching experiences and their choice of instructional methods to use with students.

The objective of this chapter is to identify the key characteristics of Global Services businesses that will thrive and achieve success in the future. These factors are integrated into three main pillars, which we refer to as the Triple-Win. The first and most obvious pillar is technology as a tool. The second pillar is the design and sustainability of the business model, without which the previous factor would be merely a cost and not an investment. And last but not the least, there is the purpose which gives meaning to the proposal, focusing on the human being and their environment. The DIDPAGA business model sits at the intersection of these three elements.

The senior seminar is a seminar that places emphasis on small problem‐solving groups as an effective approach to executive development. It concentrates on combining management knowledge and skill development in an intense two‐week experience. Small groups have been a part of management development programmes for some time but they are not always used effectively or appropriately. Using the change process of unfreezing, changing and refreezing as a frame of reference, it is demonstrated how small groups play an important role in climate building for peer learning, integration of content and process, and providing for practice in using new skills. Guidelines are offered for applying and adapting the senior seminar approach.

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challenge of creating hands-on, interactive activities for small groups of fifth-grade students based on a selected Common Core State Standard for Mathematics (CCSS-M) related to the area of fractions. Responsible for both planning and preparing their activities, the teacher candidates were the curriculum designers. What we designed as the practice teaching activity involved a morning of planning and implementing a fraction activity with small groups of fifth-graders in short sessions, making adjustments, prompting and cueing students, extending learning, managing behaviors and distractibility – experiencing the early challenges and rewards of their first experiences in teaching – gaining practice and feedback. Forming the core of this chapter is a narrative construction of Michelle’s personal experience working with teacher candidates and fifth-grade students in practice teaching spaces for the first time, discovering moments along with our students, when they bridged the expansive gap from living as education students to feeling like beginning teachers. Teacher candidates’ responses to the experience and reflections on their challenges and successes are shared.

Self‐directed work teams are playing an increasingly important role in companies around the world. In many respects they represent a fundamentally different way of conducting business at every level in the organization. Management development departments have the potential to take a leading role in introducing and fostering attitudes and skills necessary to be successful in this effort. They can do this by reframing their use of existing experiential activities. In the process, they can more fully harvest the participant′s time at the programme and create a teamwork signature for the management development curriculum.

This study aims to develop a new internationalisation model to describe the exporting and non-exporting behaviours of small and medium sized enterprises (SMEs) and then applying it to a sample of UK SMEs. The conceptual model consists of four forces leading to a successful business.

The sample is a stratified one taken from KOMPASS directory and focussing on the Greater Manchester area. In total, 250 firms were chosen to be the population of this survey. In total, 110 surveys were received by email i.e. 24 non-exporters and 86 exporters that were fully completed.

The four forces of the model include the non-exporting activity, the activity before and after the first export order, differences and similarities between non-exporters and exporters and the regular exporting activity. This model’s findings demonstrate important empirical determinants related to four forces, which, in turn, shape the successful exporting activity.

The empirical evidence from the study suggests that the major differences between non-exporters and exporters, which include the differences in management perceptions towards exporting, and the differences and similarities of firm and management characteristics, explain only to some degree what constitutes successful exporting behaviour. The model is considered useful for smaller businesses located in the UK. The study highlights the importance of firms before and after the first export order, which provides insights for managers of firms about going through with the first export order rather than withdrawing from this effort. The study reveals the motivations for exporting, the timing, the modes through which firms export, firms’ management characteristics and attitudinal differences between exporters and non-exporters, which are essential for practitioners.

This chapter provides a conceptual framework for inclusive education for learners with low-incidence disabilities grounded in the argument that increased access and participation in socially valued roles, activities, and settings are both the most fundamental goals of the inclusive education process and also the primary means in which these goals are achieved. By challenging traditional views of learning development as merely the acquisition of skills, the proposed framework largely considers the social contexts in which the development of new skills takes place. Through the presentation of three case illustrations, the authors describe ways in which the framework may be relevant to designing and evaluating programs of inclusive education that are responsive to the needs of diverse communities, including those in a variety of international contexts.