Bookselling Online: An Examination of Consumer Behaviour Patterns     

Audrey Laing  Jo Royle 《Publishing Research Quarterly》2013,29(2):110-127

Based upon empirical research, and using a range of methods, this paper examines the behaviour and experiences of consumers in online bookselling settings and offers comparison between online and offline (traditional) bookselling. The research finds that while the convenience of online bookshops is important, the key factors enticing consumers online are a combination of breadth of range, ease of access to obscure titles, as well as ‘personalised’ recommendations and customer reviews. The research is of value to the book trade, highlighting consumer responses to widely adopted online marketing approaches. The research also contributes to scholarly knowledge in the fields of consumer behaviour, e-marketing and e-commerce in online bookselling, as well as providing findings which can be tested in other online settings, informing future theoretical research.  相似文献   

Inclusive and exclusive education in Sweden: principals' opinions and experiences     

Eva Heimdahl Mattson  Audrey Malmgren Hansen 《欧洲特需教育杂志》2013,28(4):465-472

To support the national and international aims of inclusion, special teacher training in Sweden was replaced in 1990 by special educator training. These special educators would supervise the teachers in their school and would not exclusively teach students. The aim of this study was to investigate what the principals of 14 municipal compulsory schools in Stockholm County thought about the organisation and realisation of special education in 1996 and 2006 respectively. According to the results, there were fewer segregated groups in these schools in 2006, but an increasing number of students were placed in segregated groups that were common to several schools or municipalities. Principals at schools with teaching teams usually saw the special educator as a coordinating and supervising resource while others preferred the special teacher function. The former approach led to a more inclusive school and the latter in the direction of exclusion.  相似文献   

Education,conflict and development     

Audrey Bryan 《Irish Educational Studies》2013,32(4):487-491

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Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers          下载免费PDF全文

Audrey Carty  Ann Marie Farrell 《Support for Learning》2018,33(2):101-121

This article examines the use of a range of co‐teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first‐year mathematics classroom of an Irish, urban, mainstream, post‐primary, girls’ school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co‐teaching approaches. The potential and challenges of these are considered in the context of schools generally.  相似文献   

SRA Response to Cannell's Article     

Audrey L. Qualls-Payne 《Educational Measurement》1988,7(2):21-22

The author defends SRA's norms, discusses some of the difficulties in pursuing Dr. Cannell's proposals, and points out that we need to monitor not just student achievement levels but also trends in curriculum.  相似文献   

The role of the health information professional          下载免费PDF全文

Audrey Marshall 《Health information and libraries journal》2017,34(4):293-295

This virtual issue has been published to mark the CILIP Health Libraries Group 2014 Conference, taking place in Oxford on 24th and 25th July 2014. The issue's theme is to highlight the key role of the health information professional and it shines a spotlight on professional expertise, demonstrating what we can share and learn from each other. It comprises a collection of articles published in the Health Information and Libraries Journal during the last 2 years but is very much about looking forward. The articles selected embrace three main themes: new ways of working; acquiring new skills and competencies; and fine‐tuning existing skills and practices. The virtual issue mirrors the format of the regular journal, namely a review article, six original articles and the three regular features, covering Dissertations into Practice, International Perspectives and Initiatives and Learning and Teaching in Action. All articles included in this virtual issue are available free online.  相似文献   

Sustainability in open access publishing: The ecancer case study          下载免费PDF全文

Katie Foxall  Audrey Nailor 《Learned Publishing》2016,29(2):113-117

• Innovative business models to complement or replace traditional models of funding academic publishing are currently proliferating.
• Not relying solely on one source of funding is a key factor in sustainability.
• Pay what you can afford (PWYCA) is a new model for article processing charges (APCs) providing both a revenue stream and an opportunity to raise awareness of the cost of publishing amongst authors.
• Treating a journal as part of an overall enterprise rather than as a stand‐alone business contributes significantly to its sustainability.

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The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes     

Brandi N. Frisby  Anna-Carrie Beck  Audrey Smith Bachman  Cynthia Byars  Cynthia Lamberth  Jason Thompson 《Communication Research Reports》2016,33(2):103-110

Students and teachers have relational goals and needs, yet little research has examined the relational goals of instructors and how achieving those goals may affect instructor outcomes. This study examined instructors’ perspectives on instructor-student rapport. Results revealed that instructors who build rapport with students are likely to experience teaching satisfaction, affective commitment to the institution, and enhanced teaching efficacy. However, instructor-student rapport was not related to instructor morale. The findings in this study highlight the importance of positive instructor-student relationships in the classroom and the implications for both instructors and administrators.  相似文献   

Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia     

Lyndsay M.C. Hayhurst  Audrey R. Giles  Jan Wright 《Sport, Education and Society》2016,21(4):549-569

This paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neoliberalism by deploying biopedagogies of neoliberalism to ‘teach’ Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, post-secondary education and healthy active living. These forms of ‘success’ fall within neoliberal logic, where the focus is on the individual being able to provide for oneself. However, the girls and young women we interviewed argued that their participation in the SDP programs would help them change racist and sexist stereotypes about their communities and thereby challenged negative stereotypes. Thus, it is possible that these programs, despite their predominant use of neoliberal logic and biopedagogies, may help to prepare the participants to more successfully negotiate Eurocentric institutions, and through this assist them participants in contributing to social change. Nevertheless, based on our findings, we argue that SDP programs led by Indigenous peoples that are fundamentally shaped by Indigenous voices, epistemologies, concerns and standpoints would provide better opportunities to shake SDP's current biopedagogical foundation. We conclude by suggesting that a more radical approach to SDP, one that fosters Indigenous self-determination and attempts to disrupt dominant relations of power, could have difficulty in attracting the sort of corporate donors who currently play such important roles in the current SDP landscape.  相似文献   

Rights,Identities and Inclusion: European action programmes as political education \[1]     

Audrey Osler  Hugh Starkey 《牛津教育评论》2013,39(1-2):199-215

Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.  相似文献