A call for more mixed methods in sport management research

Despite the popularity and strong advocacy for combining quantitative and qualitative methods, few mixed methods approaches are found in the sport management research. As a result, this article examines the frequency with which mixed methods research has been used in recent sport management research, and demonstrates ways in which mixed methods can help improve the validity of research findings in sport management related topics. Because research in sport management often is concerned with causal questions, this article provides mixed methods designs for improving causal inference. Examples are provided from three areas of sport management research, including marketing, organizational behavior, and finance. The designs that are provided are based on the mixed methods design dimensions of time order and priority of quantitative and qualitative data.     

校园中的流浪者[三]

On the advice of his companion they had brought along blankets. The women of the ranchito brought other bedding, and a comfortable bed soon awaited the Americans.     

Does Support for Home–School Behaviour Plans Exist Within Teacher and Pupil Cultures?

Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential.     

Teachers’ Attributions of Causality,Control and Responsibility in Respect of Difficult Pupil Behaviour and its Successful Management

It is now almost a quarter of a century since the publication of the first paper demonstrating the effects of a behavioural approach within a British school setting (Ward, 1971). In the intervening period, a succession of papers, mostly in the form of case studies, have extended such work. However, accounts have also frequently drawn attention to the fact that such methods do not always correspond with teachers’ more intuitive approaches to the behaviour of pupils they deem difficult to manage. This paper considers the various attempts that have been made to synthesise behavioural approaches with other theoretical frameworks in order to understand better these recurring problems of implementation within educational settings. One prominent psychological perspective that has been relatively neglected from these considerations is that of attribution theory. This paper reports on an interview study of 24 primary age‐range teachers who had successfully adopted a behavioural approach to a difficult pupil in consultation with an educational psychologist (EP). An analysis is made of these teachers’ attributions for the origins of the pupils’ behaviour and for the improvements that are achieved. The results indicate that different models of attribution are applied by the teachers to the pupils, parents and themselves, suggesting that for sustained and generalisable improvements, EPs may need to take a much more explicit and detailed approach to teachers’ construing of difficult behaviour as well as their actions in response to it.     

The adolescent dyslexic: Strategies for spelling

The adolescent dyslexic student’s problems with spelling are very different from those of a young dyslexic child, as he already has considerable knowledge of the English spelling system. But this knowledge is very often random and confused, so he needs to acquire a logical structure which will enable him to generate spelling for himself and to communicate effectively in writing. It will be suggested that accuracy is not always attainable, but the student can be taught to recognize and use the main components of the spelling system and can learn to employ all available resources. The general aim is to provide the dyslexic adolescent with the tools he needs to cope with his spelling requirements, both in school and outside; to make informed deductions; to think for himself. In short, to spell independently and logically.     

Genetics in practice

Conclusion The development of templates such as Genetics in Practice is feasible and presents the potential to be a powerful training tool for online instruction. It is important to keep in mind, however, that use of the tool does not ensure quality case-study development.