From Project to Teacher to Student: A Qualitative Case Study Exploring the Complexities of Student Writing at a Project-Based Learning High School

In this qualitative case, I explore the complexities of adolescent student writing within one project over the course of one trimester at a project-based learning (PBL) high school. With this study, I seek to both understand how students write within project work and open-up a conversation between the fields of adolescent literacy development and PBL. From my extensive collection of data—field notes; student writing samples; photographs; teacher artifacts; and audio records of teacher interviews, planning sessions, and implementation of writing activities—I sought to answer my overarching research question: What happens with student writing during one project in a PBL high school? With five research sub-questions, I present multiple perspectives on student writing. For analysis, I coded the various functions of student writing, conducted axial coding of project teacher interviews and instruction (Corbin and Strauss, 2007), presented a chronological account of teacher planning and instruction, and analyzed student writing from a literacy practices approach. From these findings, I explained my understandings of student writing as a contested space, how project teachers used writing to combat student resistance, and how student writing can be understood as students building relationships with the projects through writing. I concluded this study by proposing ways project teachers might implement a literacy practices approach to writing within PBL settings, suggesting project teachers support students as they maneuver between the material world of the project and the immaterial world of thinking as it is expressed through writing

Informative censoring with an imprecise anchor event: estimation of change over time and implications for longitudinal data analysis

A number of methods have been developed to analyze longitudinal data with dropout. However, there is no uniformly accepted approach. Model performance, in terms of the bias and accuracy of the estimator, depends on the underlying missing data mechanism and it is unclear how existing methods will perform when little is known about the missing data mechanism. Here we evaluate methods for estimating change over time in longitudinal studies with informative dropout in three settings: using a linear mixed effect (LME) estimator in the presence of multiple types of dropout; proposing an update to the pattern mixture modeling (PMM) approach in the presence of imprecision in identifying informative dropouts; and utilizing this new approach in the presence of prognostic factor by dropout interaction. We demonstrate that amount of dropout, the proportion of dropout that is informative, and the variability in outcome all affect the performance of an LME estimator in data with a mixture of informative and non-informative dropout. When the amount of dropout is moderate to large (>20% overall) the potential for relative bias greater than 10% increases, especially with large variability in outcome measure, even under scenarios where only a portion of the dropouts are informative. Under conditions where LME models do not perform well, it is necessary to take the missing data mechanism into account. We develop a method that extends the PMM approach to account for uncertainty in identifying informative dropouts. In scenarios with this uncertainty, the proposed method outperformed the traditional method in terms of bias and coverage. In the presence of interaction between dropout and a prognostic factor, the LME model performed poorly, in terms of bias and coverage, in estimating prognostic factor-specific slopes and the interaction between the prognostic factor and time. The update to the PMM approach, proposed here, outperformed both the LME and traditional PMM. Our work suggests that investigators must be cautious with any analysis of data with informative dropout. We found that particular attention must be paid to the model assumptions when the missing data mechanism is not well understood

Marketing Hospitality Web Sites

The web has emerged as a potent business channel. Yet many hospitality websites are irrelevant in a new and cluttered technical world. Knowing how to promote and advertise a website and capitalizing on available resources are the keys to success. The authors lay out a marketing plan for increasing hospitality website traffic

Towards a folk taxonomy of popular new media marketing terms

Word of Mouth and Brand Community Marketing terms have emerged to describe particular people and their effectiveness in promoting messages, particularly with the emergence of social media. The development of the terms and their use are concurrent in academic literature, industry literature and popular culture. Furthermore, it is common for these terms to converge, borrowing meanings, connotations and subtexts. This paper explores five key community marketing terms−Geek, Maven, Alpha User, Evangelist and Fanboy−and develops term classifications and relationships into a folk taxonomy. Tourism and hospitality practitioners and academics can use the taxonomy for word of mouth activities and research

The measurement, tracking and development practices of English professional football academies

Tracking and measuring elements of performance is a well-established feature of practice in football academies. Player characteristics are considered, tracked, and measured using a variety of methods, with curricula often devised based on perceived importance and data interpretation. Against this breadth, our aim was to investigate the policies and systems in place at category one and two English football academies. Specifically, our objectives were (a) to understand what factors academies believe are important in the development of their players, (b) explore what academies are tracking and how they measure performance, and (c) analyse the extent to which these factors are integrated into the player’s curricula. A total of 15 participants with over 10 years’ experience across 40 Talent Development (TD) environments were recruited to participate in semi-structured interviews. Using Reflexive Thematic Analysis (RTA), generated themes suggest that academies perceive a differential weighting between performance factors, with greatest importance placed on technical, tactical and psychological factors. A lack of clear measurement systematisation was often apparent. Finally, we identified methods of player curricula integration. We conclude by offering implications for academies to optimise integration of systems and processes that measure and track their players development.</p

Psychological Safety in High-Performance Sport: Contextually Applicable?

In recent years, high-performance sport has seen a rising interest in Psychological Safety, a construct with a strong empirical basis in certain business contexts. As research and practice interest grows in PS, there are early indications of practitioners and, to a lesser extent research, treating the construct as being universally transferable. We offer three central concerns with this situation. Firstly, it seems that a variety of different interpretations in use may limit the practical application of the construct. Secondly, a concern that not all dimensions of PS are transferable or applicable in the HPSs context, especially for athletes. Finally, emerging evidence from outside of sport suggests potential downsides to the perceptions of PS in a performance/selection sets. We suggest that, as with all theories and constructs, there is a pressing need for nuance and context-specific evidence in how researchers and practitioners approach transferability plus, perhaps, a little more understanding of the real-world high-performance context