Laura A. Book and Sarah Tanford
The purpose of this paper is to develop a scale to measure normative and informational influence in online traveler reviews.
Abstract
Purpose
The purpose of this paper is to develop a scale to measure normative and informational influence in online traveler reviews.
Design/methodology/approach
Through proper scale development techniques and a two-sample validation process, the resulting 2-factor, 11-item scale yields a valid and reliable measure of social influence.
Findings
The resultant scale provides a tool for researchers to investigate the process whereby different characteristics of online reviews influence travel decisions.
Originality/value
Customer reviews are prevalent and powerful sources of influence on travel decisions. However, it is unclear how social influence manifests in today’s online purchasing environment. For several decades, the domain of social influence has played an important role in the advancements of consumer behavior and hospitality/tourism research. In particular, normative and informational influences are applicable, since online reviews contain numerous informational and normative cues. These principles were formulated under much different conditions than today’s purchasing environment. This research provides a way to measure normative and informational influence in the online review environment, thus enhancing the understanding of how reviews influence purchase decisions.
Details
Keywords
Social media offers youth a virtual platform to build community and amplify underrepresented voices. Online spaces are often used to respond to societal issues and adopt various…
Abstract
Purpose
Social media offers youth a virtual platform to build community and amplify underrepresented voices. Online spaces are often used to respond to societal issues and adopt various roles. This article aims to focus on Laura's case, spotlighting the intersection of online activism by a youth of Color, and social media literacies used to demonstrate civic engagement around contemporary social justice issues.
Design/methodology/approach
Through case study methods, the author examined how a youth of Color used social media to employ critical literacy practices as tools for civic engagement, advocating for social justice, and navigating the complexities of identity work in online spaces, spotlighting Laura, a self-identified Mexican and Ecuadorian Latine 18-year-old activist, to understand how social media shapes multimodal literacy practices, how youth build culture, engage in literacies and craft civic identities online.
Findings
Findings examine Laura’s social media literacies toward social justice activism, contributing to the understanding of youth activism, digital identity and civic engagement. Findings will also examine how Laura enacts online literacy practices related to her racialized identities, and how she engages in activism and civic participation related to social justice issues. These findings contribute to the understanding of youth activism, digital identity and civic engagement.
Originality/value
This paper focuses on Laura’s practices within the larger frame of politics, digital space and youth culture. Moreover, it also highlights the potential of youths' multifaceted social media literacies to redefine the educator's role by fostering youth identity and social justice literacies.
Details
Keywords
The purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking…
Abstract
Purpose
The purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.
Design/methodology/approach
To explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.
Findings
The combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.
Research limitations/implications
As the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.
Practical implications
In Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.
Originality/value
Outside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark.
Details
Keywords
Yvonne S. Freeman and Alma D. Rodríguez
The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education…
Abstract
The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.
Details
Keywords
This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young…
Abstract
This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young women’s relationship to social media in these films often pillories females for existing under, and delighting in, an anonymous, ubiquitous gaze. In these narratives, women are slut shamed both in the plot and through the threat of social media’s panoply of screens, sur- and selfveillance. In my discussion, I will utilize feminist film theory including the writings of Laura Mulvey, Linda Williams and Barbara Creed, while also including contemporary cultural criticism from writers and journalists like Nancy Jo Sales and Leora Tanenbaum to explore the horror genre from a more contemporary, multi-discourse perspective. The technology in these films serve as harbingers, intimating the figurative and literal dangers to come for their female protagonists, ultimately suggesting that the horror in these films is the medium itself and the patriarchal social media culture that these devices cultivate.
Details
Keywords
Anatomy of a Murder, a beloved, highly influential, seemingly liberal 1959 classic law-film seems to appropriate some of the fading western genre’s features and social functions…
Abstract
Anatomy of a Murder, a beloved, highly influential, seemingly liberal 1959 classic law-film seems to appropriate some of the fading western genre’s features and social functions, intertwining the professional-plot western formula with a hero-lawyer variation on the classic western hero character, America’s 19th century archetypal True Man. In so doing, Anatomy revives the western genre’s honor code, embracing it into the hero-lawyer law-film. Concurrently, it accommodates the development of cinematic imagery of the emerging, professional elite groups, offering the public the notion of the professional super-lawyer, integrating legal professionalism with natural justice. In the course of establishing its Herculean lawyer, the film constitutes its female protagonist as a potential threat, subjecting her to a cinematic judgment of her sexual character and reinforcing the honor-based notion of woman’s sexual-guilt.
Deborah L. Butler and Leyton Schnellert
Research is starting to suggest the value of professional learning networks (PLN) in terms of supporting educators in their practice. But further research is needed into how…
Abstract
Research is starting to suggest the value of professional learning networks (PLN) in terms of supporting educators in their practice. But further research is needed into how teachers’ on-going learning and practice development can be supported by features unique to a PLN. To fill that gap, the research described in this chapter examined the ways in which opportunities and supports for educators embedded within a unique multi-layered PLN enhanced and strengthened their knowledge and practice. Across one-year of a longitudinal project, we gathered multiple forms of evidence to trace 18 teachers’ experiences. Findings reported in this chapter identified conditions in the PLN overall that were combining to support teachers’ inquiry-oriented learning and practice. In addition, the authors conducted an in-depth analysis of one teacher’s experiences. The detailed analyses of this embedded case further uncovered how supports at different “grain sizes” (i.e., across the year; out-of-class activities; reflections in/on practice) were combining to foster shifts in her practice and transformative learning over time. The authors conclude with implications for conceptualizing how a multi-layered PLN can be structured to support teachers’ professional learning and practice development.
Details
Keywords
Raimonda Alonderienė and Margarita Pilkiene
Human resource management, organizational psychology, organizational behaviour, school management and leadership and general management
Abstract
Subject area
Human resource management, organizational psychology, organizational behaviour, school management and leadership and general management
Study level/applicability
The case is appropriate for undergraduate, post-graduate and executive-level courses related to human resource management, organizational psychology, organizational behaviour, school management and leadership and general management, or in the courses, where it is needed to illustrate how one of HR activities – successful adaptation of new employee is performed.
Case overview
Young teacher, Laura V., getting a position as English language teacher in the same gymnasium she has graduated herself – J. Balčikonis gymnasium at Panevėžys city. It was her dream to become a teacher, and new job at prestigious school, famous for its long standing tradition and strong culture was promising a lot. Case refers to first half year of Laura's experience. She was happy with handling the subject she taught, but faced challenges to come to good terms with old generation teachers and active students. Case describes the ways she overcame this with the help of a mentor and the leadership style of school's director.
Expected learning outcomes
To understand the importance of socialization (orientation) in establishing person-job and person-organization fit; to examine socialization (orientation) as an outcome and as a process, formal and non-formal types of it; to understand the difference in behaviour change tactics: behaviour modification and socialization; and to understand the forms of teacher education – pre-service and in-service training.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.