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Austrian economics figures centrally in organizational entrepreneurship research. However, researchers have focussed almost entirely on the Austrian school's “gales of creative destruction” and “entrepreneurial discovery” metaphors, which are rooted in equilibrium assumptions and thus downplay the more subjective and dynamic aspects of entrepreneurship. The purpose of this paper is to question such assumptions, proposing instead a “kaleidic” metaphor drawn from the radical subjectivist strand of Austrian economics. The paper develops, grounds, and enriches the theoretical concepts this metaphor embodies in order to advance the general understanding of entrepreneurship as a radically subjective, disequilibrium phenomenon, as well as the specific knowledge of entrepreneurs’ career and venture experiences. In doing so, the paper highlights creative imagination as a wellspring of entrepreneurship.

The paper employs a case study design to inductively develop the theoretical concepts embodied in the kaleidic metaphor and deductively ground them in the accounts 12 entrepreneurs provided about their career and venture experiences. The paper employs symbolist methods to develop thicker descriptions, generate alternative understandings, and facilitate richer interpretations. Moreover, the paper adopts a reflexive approach in considering the study's implications.

The results suggest the kaleidic metaphor comprises five overarching ideas that resonate, often very strongly, with entrepreneurs.

The study is the first to theoretically develop and empirically ground the ideas the kaleidic metaphor embodies. The paper contributes to a growing body of conceptual work and joins a handful of empirical studies by organizational entrepreneurship scholars using the radical Austrian perspective.

Trust among teachers in schools is significantly related to student achievement and trust in school leaders is an important influence on such trust. The purpose of this study is to identify leadership practices which teachers interpret as signs of trustworthiness on the part of their principals.

Evidence for the study was provided by post‐observation interviews with 24 randomly selected teachers in three “high trust” and three “low trust” schools selected from a much larger sample of schools included in a national study. Coding of interview data was guided by a framework of trust antecedents identified through a wide‐ranging review of empirical research.

Results demonstrated that teacher trust in principals is most influenced by leadership practices which teachers interpret as indicators of competence, consistency and reliability, openness, respect and integrity.

These results, generally consistent with previous research, specify, in much greater detail than has been reported to date, leadership trust‐building practices.

Very little Australian literature looks at women as leaders in education. Using theoretical viewpoints emerging out of a biographical and historical analysis, it is possible to construct a more inclusive model of leadership which includes both men and women in the past. Mapping such a process historically and biographically can give a detailed assessment of the social, historical and political dimensions of particular women leaders′ lives and also develop a theoretical framework, which gives equal status to the leadership experiences more common to women. Presents a historical narrative where recording lives raises critical questions at the same time as it unearths new evidence of the history of women educationists in Australia.

This paper introduces intersectional situatedness to develop inclusive analyses of leadership. Intersectional situatedness recognises the contextual and situated nature of experiences and their interaction with socially constructed categories of difference.

The paper draws on memory work by three feminist academics who situate their understandings and experiences of leadership as part of socio-historical contexts.

Understandings and experiences of leadership are multifaceted and benefit from being examined in their intersectional situatedness. This way, the simultaneity of visible and invisible disadvantage and privilege, which accumulate, shift and get reconfigured across the life course and are based on particular intersectional identity invocations, can be integrated into narratives about leadership.

Interrogating gender-in-leadership adopting an intersectional situatedness helps to advance the field by embedding the recognition, problematisation and theorisation of situated difference as critical to understand leadership, its meaning and its practice in management and organisations.

In embedding intersectional situatedness in the analysis of leadership, more inclusive understandings of leadership are qualified that recognise differences positively and support changing the narratives around the meaning of “leader” and “good leadership”.

Intersectional situatedness helps to identify tangible ways to see how inequalities impact women’s career progression to leadership and enable more nuanced conversations about privilege and disadvantage to advance feminist social justice agendas.

The paper reveals the narrow and restricted understandings of leadership and how this influences who is regarded as a legitimate leader. In addition, it adopts a methodology that is not commonly used in gender-in-leadership research.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Kindergarteners’ (n=41) concept of peace, a foundational social studies concept, was investigated via pre- and post-assessments that first, asked them to physically demonstrate how they looked or felt when they were at peace, second, asked them to draw a scene showing peace, and third, to caption the drawing. In pre-assessments all but three children demonstrated aggression and drew aggressive stances accompanied by captions indicating aggression. After opportunities to read about, discuss, and explore the concept of peace over five weeks, post-assessment occurred. In the post-assessments none of the data indicated aggression. Categories coded showed peace described as enjoyable activities, pro-social behaviors, and quietness/calmness/privacy. The study suggests hypotheses for further research investigating the concept of peace among very young children and possible factors influencing their concept and implications for social studies curriculum.

The purpose of this paper is to examine the ability of high-functioning autistic (HFA) children to programme robotic behaviour and sought to elucidate how they describe and construct a robot’s behaviour using iconic programming software.

The robotic learning environment is based on the iPad, an iconic programming app (KinderBot), and EV3. Two case studies, of A. and N., both HFA children of average age 10.5, are the focus of this research.

The research revealed how the participants succeeded in programming the behaviour of an “other” at different programming complexity levels (from simple action to combinations of states of two binary sensors and rule with subroutine). A transformation from procedural to declarative description was also found.

This research on the ability of HFA children to programme robotic behaviour yielded results that can be implemented in K-12 education. Furthermore, learning to programme robots and understand how robotic technologies work may help HFA children to better understand other technology in their environment.

In this research, the authors present an innovative approach that for the first time enables HFA children to “design” the behaviour of smart artefacts to use their sensors to adapt in accordance with the environment. For most HFA children, this would be the first opportunity to “design” the behaviour of the other, as opposed to oneself, since in most of their experience they have been largely controlled by another person.

The purpose of this paper is to examine how perceptions of truthfulness of television advertising and perceptions of brands vary among urban and rural children in Mainland China and also to collect information about the basis of judgment children used to determine whether commercials are true.

Descriptive statistics were compiled to give the perceptions of television advertising and brands of the overall sample, as well as the urban and rural sub‐samples. Chi‐square tests and independent sample t‐tests were conducted to examine the urban‐rural difference in perceptions of television advertising and brands. The sample was divided into two groups that were of similar size (age six to nine and age ten‐15). Chi‐square tests were conducted to examine the age difference in advertising perceptions.

The urban‐rural difference in consumer perceptions of advertising and brands indicates that children's development in consumer socialization depends on the environment. Urban respondents were more skeptical towards advertising than rural children. Urban and rural children shared two similarities: older children were less likely to perceive television commercials truthful than younger children. Younger children liked television commercials more than older children.

The three surveyed urban cities were highly advanced in terms of their economies and advertising development compared with all other Chinese cities. The seven surveyed rural counties cannot be generalized to the very poor rural provinces in China.

The study should serve as an advertising guideline for marketers and advertisers that target urban and rural children in China.

This paper offers insights for employing different advertising message strategies to disseminate market information to urban as well as rural children in China.

Using a postqualitative inquiry approach, the purpose of this paper is to make sense of playful making events that took place at a community makerspace during an afterschool enrichment opportunity and to explore those events as ways we might deterritorialize traditional composition practices and pedagogies in the literacy classroom.

Thinking alongside theories (Jackson and Mazzei, 2012) of (de/re)territorialization, becoming (Deleuze and Guattari, 1987) and intimacy with objects (Bennett, 2010), the author argues that children are always, already engaged in writing practices through their everyday maker literacies.

By analyzing three different moments when young people were engaged in self-directed maker literacies, this paper illustrates how children’s playful compositions are writing practices and mimic many of the skills teachers seek out during more traditional writing instruction. The author also argues that literacy educators must deterritorialize their own practices to notice the ways children are engaged in these skills.

Written as a narrative, this paper adds to the ever-growing body of work that suggests seeing humans/nonhuman objects as being in co-relational partnerships offers us new ways to conceptualize literacy practice. Additionally, rather than call for a dismissal of traditional practices, the author encourages us to add to existing practices for a more robust and creative engagement with literacies.

This paper aims to discuss how precision teaching holds great promise in enhancing the skills of occupational therapists, physiotherapists and speech and language therapists. Precision teaching plays a significant role in developing fluency in foundational motor and speech skills, leading to improved performance in complex skills.

This paper reviews research focusing on precision teaching’s effectiveness in enhancing oral motor and fine motor skills, such as the Big 6 + 6, and its potential application in related skills.

Precision teaching provides a measurable and efficient approach to skill development, assisting therapists in improving the daily living and communication abilities of individuals with intellectual and developmental disabilities.

The broader implications of precision teaching’s application in therapeutic settings are discussed.

Using a pre‐test and post‐test, all students enrolled in LIS 1600, Information Resources were evaluated on their library research skills. The purpose was to determine the improvement in test score on completion of the course. A newly revised university studies course was taught the first time in fall of 1996 and spring of 1997. Library Services faculty aimed to assess the effort to impart information literacy skills to freshmen students. Results of the study are reported.

International research and organisations focused on Science, Technology, Engineering and Mathematics (STEM) have, for years, addressed the problem of the underrepresentation of women in careers in these fields. This issue is critical when considering that diversity in working teams can provide enhanced solutions to pressing world problems. However, empirical studies have recently shown that careers related to the environment and sustainability are more appealing to women. In this context, this study aims to explore whether female participation has an enhanced role in the incorporation of sustainability processes at a STEM higher education entity.

This case study of the Faculty of Physical and Mathematical Sciences at the University of Chile (FPMS) was examined as a descriptive statistical analysis. It was developed using a two-scope methodology: the historical perspective and the current state lens in the main higher education dimensions of teaching, research and outreach. A set of indicators was created to demonstrate whether the engagement of women in sustainability-focused endeavours was significantly higher than in activities or areas that are not closely related to sustainable development.

The main findings show that within the FPMS, sustainability has provided a space for women to further engage and become change agents in a STEM environment. This case study finds that sustainability is an area of interest and attraction for women in engineering and science at the higher education level, with the potential implications of challenging existing gender stereotypes in STEM disciplines and contributing to meeting sustainability standards by increasing diversity within teams.

To the best of the authors’ knowledge, this is the first study to adopt this approach and research question in Chile and Latin America.

Drawing from the equitable education fund (EEF) launching 6Qs innovation in the teacher school quality program (TSQP) for small and medium schools, this research aims to analyze the effect size of the ordinary national educational test (O-NET) scores between TSQP schools that implement 6Qs innovation and non-TSQP schools and explain the impact of 6Qs innovation on O-NET scores’ effect size.

This study adopts an explanatory sequential mixed-method design. The quantitative study investigates the impact of the 6Qs innovation by analyzing the effect sizes of O-NET scores in four subjects of sixth-grade students. The effect size is analyzed by comparing the mean between 221 TSQP schools and non-TSQP schools: 16,197 small and medium schools throughout Thailand. The qualitative study uses a field study with administrators and teachers through in-depth interviews and focus groups in 13 good practice schools.

The quantitative result shows that 22 to 35% of TSQP schools demonstrated effect size within the standard level, meaning that their O-NET scores are higher than those of non-TSQP schools. Findings from 13 good practice schools indicate that both administrators and teachers have embraced and implemented the 6Qs innovation to establish an organizational culture that emphasizes 6Qs as a coordinating framework, which significantly influences students’ learning outcomes.

Although this research is studied in the Thai context, the 6Qs innovation with implementations extracted from the good practice schools can be generalized to any school in a similar context. A section on such innovation is provided in practical implications.

Florida Partners in Education and Research for Kindergarten Success (PERKS) was an effective, large-scale professional development initiative to move Florida's early childhood workforce toward increased education and improved practices. This 7-month professional development intervention succeeded in increasing teacher knowledge, enhancing quality of the classroom literacy environment, and notably improving language development of children in high-need communities. These changes were generally sustained as seen in positive ratings of the classroom literacy environment a year later and children's maintenance of learning across the summer months prior to kindergarten entry. In addition, Florida PERKS provided preliminary answers regarding intensity of technical assistance needed to create positive change. Technical assistance delivered onsite was best, with no notable advantage found for weekly over monthly visits. To fully sustain change, however, may require continued support of teachers beyond a single school year when working with teachers who lack college degrees.

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can prepare such high-quality teachers. Nowhere is this lack of clarity more evident than in special education, where we have few studies on teacher quality and even fewer studies on the type of preparation opportunities that would lead to high quality. Thus, it is difficult to make evidence-based decisions about how quality special education teachers should be defined and prepared. As a field, we have to turn to research in general education to provide a sense of some of the dimensions of teacher quality and effective teacher education. In this chapter, we provide a summary of the research on characteristics of highly qualified teachers and what we know from the research on teacher education and professional development that might foster these qualities, both in general and in special education. Part of our discussion centers on the concerns surrounding this body of research and the challenges of applying the findings to the field of special education. Although these challenges pose considerable problems, we are optimistic that potential solutions exist and can be reached through an alignment of initial teacher education and induction.

Numerous studies in the United States have found that various forms of parental involvement in children's education positively affect children's educational outcomes such as high school dropout (McNeal, 1999; Teachman, Paasch, & Carver, 1997), post-secondary educational attainment (Sandefur, Frisco, Faulkner, & Park, 2004), and academic achievement (Epstein, 2001; Ho Sui-Chu & Willms, 1996; Muller, 1993, 1995). Researchers distinguish two dimensions of parental involvement depending on the context in which parents become involved (Downey, 2002; Ho Sui-Chu & Willms, 1996; Muller & Kerbow, 1993).¹ The first dimension of parental involvement represents what parents do at home and studies particularly have focused on the extent to which parent–child discussion on children's schooling, parenting style, and parents’ monitoring or rule-setting affect student's academic achievement and behavior. The other dimension of parental involvement includes parent participation in school activities and parent–teacher interaction. In particular, the literature has extensively examined the effects of attending parent–teacher organization (PTO) meetings or school events, and contacting teachers and school officials.

The primary purpose of this chapter is to synthesize the existing research that describes children who are unresponsive to generally effective early literacy interventions. Studies were selected in which: (a) children ranged from preschoolers to third graders and were at-risk for reading disabilities; (b) treatments targeted early literacy; (c) outcomes reflected reading development; and (d) students’ unresponsiveness to intervention was described. The search yielded 23 studies, eight of which were designed primarily to identify characteristics of unresponsive students; the remaining 15 studies focused on treatment effectiveness, but also identified and described unresponsive students. A majority of unresponsive students had phonological awareness deficits; additional characteristics included phonological retrieval or encoding deficits, low verbal ability, behavior problems, and developmental delays. Methodological issues are discussed that complicate comparisons of non-responders across studies. A secondary purpose of this chapter is to describe findings from recent longitudinal studies that support the hypothesis that non-responders may be the truly reading disabled. Implications for future research and practice are discussed.

The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and education. This chapter draws upon the contents of the book as well as other sources to consider three questions: What emotions do teachers experience in schools and what shapes those emotions? How do emotions and relationships affect life in classrooms? What should be done to incorporate this knowledge into teacher education? Given the powerful role that emotions and relationships play in teaching and learning, it is critical for teacher education in both preservice and inservice settings to support the development of knowledge and skills for emotional self-regulation and the nurturing of relationships in classrooms.

Purposes – The overall aim of the chapter is to explore children's acting and disputing within a family role-play and highlight how different roles are argued upon and negotiated by the participants, both verbally and nonverbally.

Methodology – The chapter is drawn from a single play episode between five 6-year-old girls at a Swedish preschool. The analytical framework of the study is influenced by ethnomethodological work on social action focusing in particular on participants’ methodical ways of accomplishing and making sense of social activities.

Findings – The analyses show that the girls use a range of verbal and nonverbal resources to argue and accomplish the social order of the play (i) using past tense to display the factual past event status, and present tense to bid for upcoming events, (ii) building a mutual pretend understanding of places and objects that were used to configure nearness as well as distance in the girls’ interaction and relationship. Finally, the analyses clearly show that the significance of a pretend role is situated and depends on the social context in which it is negotiated.

Practical implications – To get acquainted with detailed analyses of children's pretend play can be useful for preschool teachers’ understanding of how children build relationships within the play, and hopefully awaken their interest to study children's play in depth in everyday practice.

Value of chapter – The present chapter contributes to a wider understanding of how social relationships are argued and negotiated by preschool girls within pretend family role-play.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

E-learning has become a polarizing issue. Some say that it enhances accessibility to education and some say that it hinders it. While the literature on the subject underscores the effectiveness of the pedagogical frameworks, strategies and distance learning technologies, the firsthand accounts of students, parents and practitioners challenge the validity of experts’ assessments. There is a gap between theory and practice and between the perceptions of providers and consumers of online learning. Following a period of lockdowns and a transition to online learning during the recent pandemic, the prevailing sentiment toward a distance mode of instruction became one of strong skepticism and negative bias. The aim of the study was to examine why e-learning has struggled to meet stakeholder expectations. Specifically, the study posed two research questions: 1. What are the reasons for dissatisfaction with online learning? 2. What are the implications for future research and practice?

The study used a mixed methods approach to examine the reasons behind negative perceptions of online learning by comparing the firsthand accounts posted on social media with the literature. To this end, n = 62,874 social media comments of secondary and postsecondary students, as well as parents, teachings staff and working professionals, covering the span of over 14 years (2008–2022), were collected and analyzed.

The study identified 28 themes that explain the stakeholder’s discontent with the online learning process and highlighted the importance of user-centric design. The analysis revealed that the perceived ineffectiveness of distance education stems from the failure to identify and address stakeholders’ needs and, more particularly, from the incongruence of instructional strategies, blindness to the cost of decisions related to instructional design, technology selection and insufficient levels of support. The findings also highlight the importance of user-centric design.

To address dissatisfaction with e-learning, it is imperative to remove barriers to learning and ensure alignment between technology and learners’ needs. In other words, the learning experience should be personalized to account for individual differences. Despite its cost-effectiveness, the one-size-fits-all approach hinders the learning process and experience and is likely to be met with resistance.

Drawing from the extensive literature, the study offers an explanation for stakeholders’ discontent with e-learning. Unlike survey research that is prone to social desirability bias, the sample provides a rare opportunity to observe and measure the visceral reactions that provide a more authentic sense of stakeholders’ perceptions toward online learning. The authors offer recommendations and identify areas for future research.

This study aims to determine website quality, young adult socialization and dark triad personality as the factors influencing the real estate purchase decision. In addition, this study also measures the mediating effects of young adult socialization on real estate purchase buying behavior.

Related literature, quantifiable variables with a five-point Likert scale, hypothesis testing and mediators are used to study the model. A systematic questionnaire that was divided into four sections was used. A total of 336 valid responses were collected and analyzed through a structural equation model.

The results suggest that dark triad personality and young adult socialization considerably affect real estate purchase decisions. The development proves website quality does not significantly impact real estate purchase behavior.

This study is limited to a few young consumers’ responses. Future studies could be more widespread globally and should include more variables and offline methods of purchasing behavior.

As per the review of existing literature, this research is the first, to the best of the authors’ knowledge, to determine the factors affecting the real estate purchase decision with factors like website quality, dark triad personalities and young adult socialization involving it.

This study holistically and systematically consolidates the available research on digital reading to reveal the research trends of the past 20 years. Moreover, it explores the thematic evolution, hotspots and developmental characteristics of digital reading. This study, therefore, has the potential to serve as a research guide to researchers and educators in relevant fields.

The authors applied a bibliometric approach using Derwent Data Analyzer and VOSviewer to retrieve 2,456 publications for 2003–2022 from the Web of Science (WoS) database.

The results revealed that most studies' participants were university students and the experimental methods and questionnaires were preferred in digital reading researches. Among the influential countries or regions, institutions, journals and authors, the United States of America, University of London, Electronic Library and Chen, respectively, accounted for the greatest number of publications. Moreover, the authors identified the developmental characteristics and research trends in the field of digital reading by analyzing the evolution of keywords from 2003–2017 to 2018–2022 and the most frequently cited papers by year. “E-books,” “reading comprehension” and “literacy” were the primary research topics. In addition, “attention,” “motivation,” “cognitive load,” “dyslexia,” “engagement,” “eye-tracking,” “eye movement,” “systematic analysis,” “meta-analysis,” “smartphone” and “mobile reading/learning” were potential new research hotspots.

This study provides valuable insights into the current status, research direction, thematic evolution and developmental characteristics in the field of digital reading. Therefore, it has implications for publishers, researchers, librarians, educators and teachers in the digital reading field.

This study aims to explore a new restaurant category’s development from birth to maturity, thereby explaining the rationale for category innovation strategies.

The authors conducted a qualitative case study analysis of the New Chinese-style Fusion Restaurant category’s development from birth to maturity. Thematic analysis was conducted on data collected from semi-structured interviews and textual information.

A new restaurant category’s maturation is determined by the formation of society’s shared knowledge about the category’s crucial attributes, which is an outcome of market participants’ category-related social practices. The authors develop a novel, four-stage framework for the socialized construction of this shared knowledge: a knowledge creation (KC), knowledge diffusion (KD), knowledge integration (KI) and knowledge structuralization (KS). This knowledge evolution along this KC–KD–KI–KS sequence can holistically describe the category maturation process. This framework can help understand the rationale for a restaurant category’s maturation by analyzing the interrelationships among market participants’ social practices, knowledge-related activities and market development.

This study explains how market participants’ knowledge-related activities facilitate a new restaurant category’s maturation. This can help restaurant managers cope with increasingly homogeneous competition by applying a category-innovation strategy.

This study extends product categorization research on restaurants by articulating a product category’s maturation process from a knowledge perspective.

Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.

This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.

11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.

The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.

A novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.

This novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.

The SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

A systematic review of effects and mediators was conducted to determine whether school health promotion interventions (SHPIs) can enhance children's academic performance (AP).

PubMed and PsycINFO database searches and subsequent reference list reviews were conducted for papers published before 18 January 2012 with a standard form of eligibility criteria encompassing standardized measures of AP (e.g. grade‐point averages, end of year marks) and methodology sound studies (e.g. randomized controlled trials, cross‐over controlled trials, quasi‐experimental designs with pre‐ and posttest) of interventions addressing healthy lifestyles in the general school population. Information for the study description was extracted from the original article (e.g. country, study purpose, research design, effects on AP measures, components of Health Promoting School, author's explanations for observed effects). Effect sizes were calculated for effects on AP measures.

Remaining SHPIs targeted exclusively the maintenance of energy balance (physical activity (PA) and nutrition) and had small to large positive effects on AP; no negative effects were reported. Effects of different kinds of interventions varied across academic domains. One PA intervention reported large effects of vigorous activity on mathematics; another PA intervention had small to medium impact on language scores. Small to medium effects were found for interventions combining nutrition and PA elements; one affected mathematics and another both mathematics and language scores. Slight improvements in language scores were observed for breakfast provision in schools.

The small number of interventions, little homogeneity in intervention components (content, length and measurement instruments), reporting bias and some inconsistent results should be considered when interpreting our results. Our review did not allow definite conclusions concerning mechanisms responsible for effects of SHPIs on AP.

Planned development of school health promotion will need to be based on evidence. Measures of AP should be included in evaluations of SHPIs. Schools and health professionals should be made aware of the importance of these measures.

We provide evidence that SHPIs promoting energy balance can affect AP, also if they do not target children at risk or with specific symptoms, nor employ elements directly connected to school education.

Many students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs.

Following subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching.

Based on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017).

The study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading.

There can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs.

The author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

This paper aims to report findings from an exploratory study investigating the web interactions and technoliteracy of children in the early childhood years. Previous research has studied aspects of older children's technoliteracy and web searching; however, few studies have analyzed web search data from children younger than six years of age.

The study explored the Google web searching and technoliteracy of young children who are enrolled in a “preparatory classroom” or kindergarten (the year before young children begin compulsory schooling in Queensland, Australia). Young children were video‐ and audio‐taped while conducting Google web searches in the classroom. The data were qualitatively analysed to understand the young children's web search behaviour.

The findings show that young children engage in complex web searches, including keyword searching and browsing, query formulation and reformulation, relevance judgments, successive searches, information multitasking and collaborative behaviours. The study results provide significant initial insights into young children's web searching and technoliteracy.

The use of web search engines by young children is an important research area with implications for educators and web technologies developers.

This is the first study of young children's interaction with a web search engine.

The purpose of this study is to develop and empirically test the student engagement scale and to understand the factors that contribute to student engagement at higher educational institutions.

The investigation started with a rummage for variables, available in the literature, 59 in numbers, which were then used to collect data from a sample of university students in Lahore, Pakistan. An exploratory factor analysis (EFA) was applied to develop an initial structure of the construct. A confirmatory factor analysis (CFA) was then conducted to confirm the reliability and validity of these factors for the student engagement construct.

It has been found that factors, predominantly social and exogenous to the classroom environment, such as campus atmosphere and facilities, are more responsible for creating engagement among students at higher educational institutions of Pakistan.

This is one of the pioneer studies for developing a student engagement scale for measuring the students' engagement in higher educational institutions. The authors believe that the scale developed in this study contributes substantially to the student engagement literature. Limitations, future research directions and implications are discussed.

The purpose of this paper is to examine factors affecting the development of brand attitudes and brand behavior among children aged seven to 12.

The study involved a literature review investigating the theoretical models underlying studies of brand attitude development among children and empirical studies of brand attitude development, and an empirical study using a questionnaire administered to a sample of 221 Cypriot children.

Cypriot children are found to have high awareness of internationally famous brands. The principal influences on children's brand attitudes are older siblings, parents, and close friends. Brand attitudes are the principal influence on brand behavior (brand requesting and brand buying). Age is found to be an important factor affecting brand buying decisions, with older children more likely than younger children to buy brands.

Generalization of the results beyond the population from which the sample was drawn should be undertaken with caution. Further research in geographically and culturally close regions would extend this research.

Cognitive development is very rapid in this age group, and marketers should segment for age. Younger children are more influenced by intra-family socialization factors, older children more by extra-family socialization factors.

The study investigated the relatively under-explored pre-teen age group, and examined children across a sufficiently wide age range to encompass different stages in models of child cognitive development. The research context (a Mediterranean country) is also original.

The purpose of this paper is to establish the mediating role of students’ engagement to their classes, for the conventional relationship between teachers’ efforts and students’ development, for a better understanding of the instruction-based classroom learning.

The investigation is made using a mult-istage-stratified-systematic sample of 500 students from business and engineering schools with an almost equal representation of both the genders and the type of schools’ ownership. A structural equation modeling is used for this mediation analysis.

The mediating role of students’ engagement is identically established both for business and engineering schools and for both genders. However, in public sector universities, this mediation is insignificant.

The investigation is limited only to business and engineering schools, and this limitation may conceal some factor(s) more important for other schools. Further, the investigation is reading data from Lahore, a metropolitan, which may hide some factor(s) some appropriate for smaller cities.

The data are gathered, analyzed and discussed through the lens of the socio-cultural theory, allowing for a comprehensive understanding to emerge for students’ engagement to their classes.

The purpose of this paper is to understand the factors influencing young children’s (aged three to five years) understanding of brand symbolism.

Multiple hierarchical regression was used to analyse the relationships between age, gender and environmental factors, including family and the media, on the development of brand symbolism in pre-school children based on 56 children and parent dyad interviews.

Results confirmed the primary influence of age, television exposure and parental communication style on three to five-year-old children’s understanding of brand symbolism. The study demonstrates that the tendency to infer symbolic user attributes and non-product-related associations with brands starts as early as two years, and increases with age throughout the pre-school years. Children exposed to more television and less critical parental consumer socialisation strategies are more likely to prefer branded products, believe that brands are better quality and that they make people happy and popular.

Identifying the factors that influence the development of symbolic brand associations in pre-school children provides an important contribution to public policy discussions on the impact of marketing to young children.

The paper extends existing research by considering, for the first time, the role of environmental factors in pre-schooler’s understanding of brand symbolism. The results provide a more informed basis for discussion about the impact of marketing messages on very young children and the environmental factors that may lead to a more critical engagement with brands.

Proposes an alternative approach to understanding personal selling performance based on personal construct psychology, a cognitively based personality paradigm, originally formulated in clinical psychology by George Kelly. Explains how personal construct psychology theory (PCT), which reflects a constructivist epistemology, provides a conceptual framework for understanding and predicting sales performance. Demonstrates how PCT can be integrated with existing theoretical models of sales performance by suggesting a series of research propositions which can be tested using a number of different research methodologies. Considers research and practical implications.

This study seeks to examine the fashion consciousness of young consumers in the Southern Province of Sri Lanka, and to explain the impact of gender and education on fashion consciousness of young fashion consumers.

A survey design was used to collect the data and 215 youngsters below 25 years of age were selected for the study. A structured questionnaire was used to examine the fashion consciousness of respondents. Three factors of fashion consciousness were suggested by exploratory factor analysis procedure, and they were established for further analysis based on the results of confirmatory factor analysis. The study tested three hypotheses to examine the degree of fashion consciousness and the impact of gender and education on fashion consciousness.

The survey results showed that respondents have a fair level of fashion consciousness and their fashion consciousness was affected by the gender and education. It was highlighted that the fashion consciousness is context‐dependent and the fashion consciousness of young consumers in Sri Lanka is mainly related to their consciousness about Western fashions.

The study stresses the inseparability of fashion consumers' mental status and his/her socioeconomic and cultural surrounding, especially in the post‐colonial context.

This qualitative study aims to use the conceptual lens of figured worlds to explore how a 10-year-old child positions her identity and participates in systems of power through her engagement in writing.

Data was generated across an 18-week ethnographic case study in one fourth-grade classroom located in the Midwestern USA.

Findings highlight how children’s writing reflected both an adherence to and a rejection of the mandated curriculum as well as other aspects of the figured world of schooling. In turn, this study offers suggestions about how, by reading children’s writing with a figured world lens, their identities and positionings may become more apparent.

This study challenges teachers and researchers to read beyond “the basics” emphasized in the mandated curriculum to better attend to the ways children navigate standardized curricula, negotiate identities and positioning and use writing to (re)inscribe identities and positionings.

This study aims to investigate the influence of preschool children at ages 5 to 6 on purchasing decisions among well‐to‐do families and its relation with such factors as number of children, product related criteria (low risk, high risk, used by whole family, used by children) and mother's employment status.

Quantitative analysis was conducted on data from 257 responses to a 26‐item questionnaire from parents of children in 12 private kindergartens in Ankara, Turkey.

Most parents acknowledge that their children do influence their purchasing decisions. Findings also revealed that mother's employment status, child's gender and the number of children in the family are the determining factors for the children's influence on the decision of the family to purchase certain product types.

This is an exploratory study and has limited generalizability as it was conducted solely in one city, Ankara, Turkey. Any further research should contrast perspectives both from other cities in Turkey and other countries.

It is suggested that products for which the child exerts least influence on the purchasing decision of the family are those which carry high purchasing risk and used by the whole family, whereas the greatest influence of the child on the purchasing decision of the family lies on the products with low risk and used by the whole family.

Turkey, is located between Europe and Asia and shares mostly collectivist values. The findings contribute to the understanding of children's influence on family purchasing decisions in this country and provide an opportunity to conduct cross‐national studies. Further, the paper provides insight for marketers about which product advertising is effective on children.

This study seeks to examine how consumers perceive a pharmaceutical company's advertisement through visual priming of the disclosure featured in the advertisement.

An online study with a convenience sample consisting of college students is used to examine the effects of a visually primed pharmaceutical advertising disclosure on attitude toward responsible advertising practice, trust toward the advertisement and attitude toward the advertisement.

The results reveal that consumers form better attitudes toward responsible advertising practice and higher levels of trust toward the advertisement when the disclosure is visually primed in the advertisement. However, visual priming of the disclosure may not enhance consumers' attitudes toward the advertisement. Further evidence indicates that allergy status, a motivation factor, has the main effect on attitude toward the advertisement. When consumers have allergies, they tend to form better attitudes toward the advertisement.

Despite the inherent limitations of this study that have to be confirmed in future research, this study suggests that visual priming of advertising disclosure may enhance consumers' attitudes toward advertising practice and trust toward the advertisement. However, consumers' attitudes toward the advertisement are enhanced directly by personal relevance to the advertisement instead of visual priming.

Based on the results of this study, the study provides a more realistic and socially responsible advertising disclosure practice for attracting consumer attention and processing toward pharmaceutical advertising.

This paper adds value to the existing literature on corporate social responsibility and promotes the effective management of socially responsible business through two main approaches: adopting visual priming of pharmaceutical advertising disclosure; and implementing more responsible pharmaceutical advertising practices.

This paper aims to explore and analyze the various consumer socialization agents for the young Omani Arab children, who play a key role in the family purchase process.

A mixed method research approach was adopted in the form of a survey and short interviews for the study. The study was performed on the children in the age group of 7-14 years, enrolled in Omani schools. The socialization factors were grouped through the exploratory factor analysis and multiple regression analysis was conducted to assess the impact of the factors on the purchase of various product categories. Finally, short personal interviews with the children were made to validate the results.

A model was proposed incorporating the four different socialization patterns of Omani children involving parents, friends, television and internet. The model was tested with the purchase of different product categories through multiple regression analysis. The results supported the parents, television and friends while rejected the internet as a means of socialization of Omani children. The qualitative analysis also revealed the same results, further incorporating the role of other family members in the socialization of the children.

A research gap exists in the consumer literature related to the Arab child socialization as the previous scholars had contributed mainly in the developed Western context, hence, demanding further research studies in the young Arab consumers’ perspective.

Being the first of its type in the regional context, the research is important for the researchers who wish to understand the socialization process and its agents for the Omani Arab children. The research provides insights about the psychology of Omani children towards the products, which can aid the marketers to design appropriate marketing programmes targeting the growing child segment in the Arab world.

A significant research gap exists and suggests a research study on the patterns of socialization of the Arab children as no similar research had been previously conducted related to this context on child socialization. This research will serve as a base for future research studies in the socialization and purchase behavior of the Arab children.

The purpose of this paper is to explore experiences with shopping for apparel among mothers of young girls who wear plus sizes.

A qualitative approach was employed to collect data, including in-depth interviews and online observation. Interviews were conducted with mothers because the literature indicates that they typically function as intermediaries between social forces and their children’s developing perceptions of self.

Three primary emergent themes were used to structure the interpretation: the style factor, a good fit and working around the label. Findings of this study reveal the extent to which the mothers face challenges in finding stylish, age appropriate and well-fitting plus-sized clothing for their young daughters, despite the increasing number of retailers offering expanded children’s sizes.

Despite the notable increase in children who wear plus sizes, there has been little research on the needs of this group, and particularly among those of early (3–5 years) and middle childhood (6–11 years). Although research on plus sizes among adolescents is on the increase, the difficulties of conducting research with younger children in general have likely resulted in a gap in knowledge about their plus-size apparel needs. However, this study offers new insight on the topic of plus sizes in apparel from the perspective of parents as household consumption decision makers.

The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging points between the two phenomena in a way that clarifies their developmental relationships.

The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re‐conceptualization of the Four C Model of Creativity.

The results show that responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical creativity. The authors introduce the ECC‐model which illustrates how different Expressions of Critical Creativity (CC) is manifested in scholarship: Experiential CC (in cognition), Experimental CC (in action), Enunciated CC (in speech), and Eulogized CC (in recognition). Whereas Experiential, Experimental and Enunciated CC constitute important fields of developmental practice in doctoral education, Eulogized CC is a possible outcome of the completed doctorate. It appears that Enunciated CC especially seems to be a field of urgent need for further development.

The paper offers a conceptual framework for new ways of understanding critical creativity in doctoral education by outlining how critical creativity is manifested in an educational context. Thereby the authors provide a valuable tool for supporting doctoral students in becoming professional scholars through a pedagogy that is reflective, integrative and deliberate.