In 1984–85, Reference Services Review published a series of review articles on field guides for wildflowers (Potts), birds (Klaas), trees (Kinch), and insects (Chiang). A glance…
Abstract
In 1984–85, Reference Services Review published a series of review articles on field guides for wildflowers (Potts), birds (Klaas), trees (Kinch), and insects (Chiang). A glance at Books in Print indicates the number of new field guides appearing since that time. Rather than evaluate a new crop of highly focused field guides, the present essay examines a related kind of nature guide, the nature‐study manual. For the purposes of this essay, the nature‐study manual is defined as a guide that encourages investigation of the natural world, rather than offering facts and identifications. To be a nature‐study manual, a book must offer tools and techniques for identification (often through field guides), observation, recordkeeping, and often collection of specimens and experimentation. Books of narrative natural history and essays on a particular observer's experiences are thus excluded. The nature‐study manual's unique role is to instruct readers in how to observe and study nature for themselves, whether close to home or in far‐flung regions.
Cathy Johnson and Brian P. Mathews
States that expectations play an important part in service quality. Currently, the most widely adopted view of service quality results from customers’ expectations being met or…
Abstract
States that expectations play an important part in service quality. Currently, the most widely adopted view of service quality results from customers’ expectations being met or exceeded. Surprisingly there is no clear consensus of what expectations actually are or what they do. There is only one widely applied way to measure them (SERVQUAL), an approach that is also widely criticized. Although the possible effect of many “controllable” factors on expectations has been alluded to, the effect of “uncontrollable” factors has not been thoroughly researched. Starts to redress the balance by defining expectations as a mixture of shoulds and wills; a cognitive melting‐pot of what should, ideally, happen and what will realistically happen the next time the service is visited. Uses a reliable measuring instrument to measure these two different expectations and the effect of consumers’ experience of the service on them. The results of the study demonstrate that experience of the service has a clear influence on expectations, at least within the context of the fast‐food industry.
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Several years we began a new trend in the Advances in Group Processes series. Our goal then was to publish a set of interrelated volumes that examine core issues or fundamental…
Abstract
Several years we began a new trend in the Advances in Group Processes series. Our goal then was to publish a set of interrelated volumes that examine core issues or fundamental themes in the group processes arena. Each volume was to be organized around a particular problem, substantive area, or topic of study, broadly defined to include a range of methodological and theoretical orientations. Volume 23 represents the fifth volume in the series, addressing issues pertinent to the Social Psychology of the Workplace.
Sally Valentino Drew and Cathy Sosnowski
This study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition…
Abstract
Purpose
This study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition, as well as protective (enabling) factors that allow teachers to adapt and thrive within stressful school settings.
Design/methodology/approach
This paper presents results from three focus groups comprised of 33 English language arts teachers across diverse school districts. Utilizing situational analysis, developed from grounded theory, the research plan included six stages: development of initial situational map honoring theoretical sensitivity, theoretical sampling, data collection, coding, memoing, sorting, revising of the initial map based on analysis and literature review to develop the relational map.
Findings
Three propositions emerged beginning to comprise a theory of teacher resilience. (1) Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate constraining factors and benefit from enabling factors. (2) Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. Reframing helps teachers retain power, not cede it to situations, which helps balance constraining and enabling factors. (3) Teachers use relationships with colleagues, students and school leaders to endure challenges. The dynamic interaction between internal and external enabling and constraining factors is depicted on the situational map illustrating how factors counterbalance to either predict positive outcomes such as resilience and agency or negative outcomes such as burnout or attrition.
Originality/value
Despite a robust international evidence base, there is a dearth of US studies exploring teacher resilience. This study proposes a theory of teacher resilience relevant to US schools and recommends practical applications and future research.
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Alan Bryman and Catherine Cassell
The aim of this paper is to highlight some of the issues that emerge in the researcher interview process. It is argued that researcher interviewing is becoming an increasingly…
Abstract
Purpose
The aim of this paper is to highlight some of the issues that emerge in the researcher interview process. It is argued that researcher interviewing is becoming an increasingly used practice yet the researcher interview is under‐critiqued in the literature.
Design/methodology/approach
The authors provide an “insider” account of their own experiences of researcher interviewing. Additionally they seek to locate these experiences within two conceptual approaches: that of reflexivity and identity work.
Findings
The paper aims to investigate some of the distinctive concerns that arise when one researcher interviews another.
Research limitations/implications
The paper outlines the implications for others who may be engaging in the process of interviewing researchers, and highlights further issues for consideration when planning a researcher interview study.
Originality/value
The paper provides an analysis of a little considered, but expanding practice within qualitative research, namely the researcher interview.
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Amy B.M. Tsui, Carol K.K. Chan, Gary Harfitt and Promail Leung
This paper draws on Kauffman's theory of the “adjacent possible” to make sense of the practices which have emerged in response to school and university closures in Hong Kong and…
Abstract
Purpose
This paper draws on Kauffman's theory of the “adjacent possible” to make sense of the practices which have emerged in response to school and university closures in Hong Kong and reflects on what opportunities exist in this current global crisis.
Design/methodology/approach
This paper drew on qualitative data from two emergent practices – the e-practicum and co-teaching on an online platform – in a teacher preparation program at the University of Hong Kong. The data set included online teaching resources produced by student teachers (STs), reflections from STs, feedback from mentors and university tutors, interactions on an online platform and interviews with co-teaching team members.
Findings
The authors found “emergent practices” were developed in response to the pandemic by pushing the boundaries of existing practices and exploring the opportunities hovering at the edges of the possible. These practices were still evolving, but they contained elements that can morph into innovative practices in teacher preparation.
Originality/value
This paper provides a perspective on where opportunity in a crisis can be found and what innovation means in an educational context.
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Anne E. Zald and Cathy Seitz Whitaker
Despite the title of this bibliography, there was not a truly underground press in the United States during the 1960s and 1970s. The phrase is amisnomer, reputedly coined on the…
Abstract
Despite the title of this bibliography, there was not a truly underground press in the United States during the 1960s and 1970s. The phrase is amisnomer, reputedly coined on the spur of the moment in 1966 by Thomas Forcade when asked to describe the newly established news service, Underground Press Syndicate, of which he was an active member. The papers mentioned in this bibliography, except for the publications of the Weather Underground, were not published by secretive, covert organizations. Freedom of the press and of expression is protected by the First Amendment to the Constitution, although often only symbolically as the experience of the undergrounds will show, and most of the publications that fall into the “underground” described herein maintained public offices, contracted with commercial printers, and often used the U.S. Postal Service to distribute their publications.
A few weeks ago Cathy, the 11‐year‐old daughter of some friends of mine, came home from school with a questionnaire. She was asked to answer 22 points about her classmates…
Abstract
A few weeks ago Cathy, the 11‐year‐old daughter of some friends of mine, came home from school with a questionnaire. She was asked to answer 22 points about her classmates, nominating three in each case.
Minglong Li and Cathy H.C. Hsu
This paper aims to investigate the influence of customer participation in services on the innovative behaviors of employees. Although previous studies have acknowledged the…
Abstract
Purpose
This paper aims to investigate the influence of customer participation in services on the innovative behaviors of employees. Although previous studies have acknowledged the importance of customers in service innovation and investigated how customer participation in product development teams affect innovation, the effect of mandatory customer participation in services on the employee innovative behavior has not been examined. In addition to addressing such gap, this study proposed the mediating role of interpersonal trust in the relationship between customer participation and employee innovative behavior and then tested the hypotheses in a restaurant context.
Design/methodology/approach
A total of 514 valid questionnaires were collected from frontline employees or entry-level managers in 25 well-known restaurants (including 14 hotels and 11 freestanding restaurants) in Beijing, China. The relationships among customer participation, interpersonal trust and employee innovative behavior were examined using structural models analyzed in AMOS 20.0.
Findings
The structural equation modeling results indicate that customers’ information and emotional participation in services significantly influence the innovative behavior of employees, whereas behavioral participation does not. In addition, a high level of interpersonal trust between customers and employees may increase employee innovative behaviors. Moreover, unlike cognitive trust, affective trust mediates the relationship between customer information or emotional participation and employee innovative behavior.
Practical implications
Findings indicate that service firms can encourage customers to participate actively in service co-creation; their participation in terms of information is encouraged to foster employee innovative behaviors by training employees and establishing an appropriate climate for information exchange. Moreover, service firms must pay attention to the emotions of customers during the service processes. Furthermore, the affective trust between customers and employees is significant to service firms, which need to take measures for employees to manage their relationships with customers well.
Originality/value
Based on the concepts of service marketing and organizational behavior, this study contributes to the research on customer–employee co-production and employee innovative behavior from an interdisciplinary perspective. The study reveals the influencing mechanism of customer participation on employee innovative behavior and contributes to the research on customer–employee interpersonal trust. Previous studies emphasized the importance of trust among work group members in innovation, while this study supports the association between customer–employee interpersonal trust and employee innovative behaviors.
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Cathy A.R. Brant and Ross Stanger
In this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained…
Abstract
Purpose
In this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained professional development (PD) for elementary teachers on integrated social studies instruction.
Design/methodology/approach
The authors detail the development of a PD sequence that included two 45-minute whole-group PD sessions and two days of individual and small-group school-day coaching for each school in the district. The ultimate goal of this PD was to provide the classroom teachers with the pedagogical content knowledge to meaningfully integrate social studies and English language arts (ELA) in their classrooms.
Findings
The collaboration between the university faculty member and the district administrator allowed for the development of meaningful, sustained PD for the classroom teachers.
Originality/value
This work has implications related to the development of PD to integrate social studies and ELA for university faculty working with teachers in school-based settings and for school administrators seeking to provide more PD for their teachers.