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71.
This teaching note presents instructors with several avenues for incorporating the case study, “The Practice of Brand Extension through Licensing: The Spalding Challenge,” into their classrooms. By proposing classroom demonstrations and exercises based on the authors’ experience as well as selected readings that correspond directly to the theoretical applications of brand equity, brand extensions and licensing strategy, and stakeholder analysis, the case note provides the foundation for achieving comprehensive learning outcomes. In addition, the note concludes by outlining what steps Spalding actually took to address the licensing dilemma presented in the case, thereby offering the instructor a finishing tool with which to illustrate the practical application of the concepts presented. 相似文献
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Lisa Davia Rubenstein Del Siegle Sally M. REIS D. Betsy Mccoach Meredith Greene Burton 《Psychology in the schools》2012,49(7):678-694
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement‐Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self‐efficacy and self‐regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed‐methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc. 相似文献
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AbstractThis article describes the role of exploratory teams in leading radical innovation within academic libraries, empirically expanding on Jantz’s research on the managerial and environmental conditions necessary for the creation of such units. Using historical and contemporary private-sector examples, as well as an in-depth case study from successful implementation of one such unit, this article documents the components, characteristics, and return on investment associated with academic library R&D. Finally, by tackling the concept of exploratory activities at the organization, team, and individual levels, the article presents actionable techniques for fully supporting, and adequately nurturing creative professionals whose job is to redefine 21st century librarianship. 相似文献
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Betsy E. Brown 《Communication quarterly》2013,61(4):296-303
Recent theory, research, and teaching in written composition indicate an important shift away from viewing the text as a static product, toward investigating the process of writing and the interaction of writer and reader to create meaning in the text. Studies of the writing process, theories and pedagogies of invention, style, and arrangement, and efforts to expand writing instruction beyond traditional courses and disciplines all reflect the current extension in composition toward more comprehensive rhetorical concerns. This survey describes these recent developments in the field of written composition. 相似文献
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Why would individuals who are capable of learning opt not to? Learning is important for stability and success. It would seem rational that students in groups that are frequently underrepresented or marginalized would be motivated to learn. However, negotiation of multiple identities and self-beliefs can impact motivations to learn. For example, young African American males frequently adopt a “cool pose” in their approach to education. They maintain that they do not care and will not try to be a part of the existing educational system. To better understand these issues, we studied African American males in the Glitch Game Testers program. High school students in the Glitch program worked as paid game testers and took workshops in computer science. More than 65% of the participants went on to study computing after high school. We found that these students persisted with education and computing because they navigated around motivations to not learn by creating many different faces for their involvement with Glitch. In this article, we explore the use and design implications of face-saving tactics these young men used to “geek out” on computer programming, choose computer science for their career, and maintain their current identities with friends and families. 相似文献
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Janice Kooken D. Betsy McCoach Sandra M. Chafouleas 《Journal of Experimental Education》2019,87(2):214-237
Current practices for growth mixture modeling emphasize the importance of the proper parameterization and number of classes, but the impact of these decisions on latent class composition and the substantive implications has not been thoroughly addressed. Using measures of behavior from 575 middle school students, we compared the results of several multilevel growth mixture models. Results indicated a dramatic shift in class assignment as the models allowed class-varying parameters, with different substantive interpretations and resulting typologies. This research suggests that using variability as a criterion for class differences in a behavior typology can dramatically impact latent class membership. This study describes decisions and results from testing for noninvariance, with particular emphasis on how decisions about the nature of within-person variance can affect resulting subgroups and model parameters. 相似文献