115 research outputs found
Role of smart destination in hospitality enterprises sustainability: an empirical study on booking channels management and revenues
No full textThis paper draws on the literature on innovation in tourism industry to investigate how the promotional tools developed by destinations – websites for information and booking, apps, e-commerce websites, tourist cards, BI and CRM software – may contribute to long-term development of accommodations in the territory. It is assessed by analysing impacts on booking channels, direct and intermediated (both online and offline), and revenue. Hypotheses are tested with a generalized linear model and an ordered logistic regression on data retrieved from 1,226 accommodations distributed in the Italian territory. Empirical results evidence the contribution of smart destinations in increasing the competitiveness of the tourism firms in the same area
Syringomycins and syringopeptins in the basal glume rot of wheat incited by Pseudomonas syringae pv. atrofaciens
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Syringomycins and syringopeptins in the basal glume rot of wheat incited by Pseudomonas syringae pv. atrofaciens
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Negotiating cultural and academic expectations in a minority language school: the inclusive and exclusive effects of a principal's vision
No full textThis paper shares the results of an ethnographic case study into the role a principal had in maintaining a growing minority language school while implementing an inclusive policy for students with learning and physical difficulties. The principal was very aware of the reputation and image of the school in the public eye. Maintaining a distinct identity was key to the school's success, and the principal extended this demand for independence to students, including those with disabilities, and their teachers. This led to specific policies and practices regarding language and ability grouping and the school's resource teaching model. This article contributes to the research on leadership by exploring how a principal can shape the inclusive and exclusive policies and practices of a school that is competing for students. (Contains 1 table and 1 note.)Accession Number: EJ811434; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Elementary Secondary Education; Reference Count: 47; Journal Code: OCT2008; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Evaluative; Entry Date: 2008Source type: Electronic(1)http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/13603120801950114; http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ811434&loginpage=login.asp&site=ehost-liv
Inklusive erziehung und bildung in Kanada: Überblick über aktuelle forschungslinien, strategien und praxis
No full textChoices of students, parents, and teachers and their effects on schools and communities: A case study of a new enriched high school program
No full textThis study is an ethnographic case study of two schools as they implemented an enrichment program. The sample included students, parents, teachers, school administrators, and board and government personnel. Data was drawn from interviews and observations of participants, curriculum analysis, and communication between school, home, and the public. The study found the following: (a) motivation to enter the program came largely from parents, (b) participating educators perceived changes to their stature in the school and a lack of creativity in course planning and execution, and (c) international and local students had differing academic and social experiences
Localizing Reggio: Adapting the Reggio Emilia Approach to Early Childhood Education in Three Childcare Centres on Prince Edward Island
No full textThis research is a situational, interpretative case study of three childcare centres in Charlottetown, Prince Edward Island, Canada, which are inspired by the Reggio Emilia approach to early childhood education. This study investigates how these centres came to be inspired by the Reggio principles, the benefits and/or challenges they have encountered in the process, the future goals these centres have for their programs, and the support the centres need to continue implementing the Reggio Emilia pedagogy. Was it worth all the effort to change their former way of teaching? Would the benefits to the children outweigh the challenges involved in implementing the Reggio approach? Could this pedagogy be localized to Prince Edward Island? And if so, with what results?This study has been inspired by my own personal commitment to the Reggio Emilia principles. Additionally, I had a keen interest to extend the extensive literature regarding the localization of the Reggio approach in other countries and cultural contexts, to Prince Edward Island.Four interviews were conducted with supervisors, early childhood educators, and parents from each of the three centres (a total of twelve interviews). Twenty hours of observations were also undertaken in each of the centres (a total of sixty hours). This data was analysed, using situational, interpretive case study, in the light of both the existing literature about the Reggio Emilia approach, and the author's personal journal, which was kept while attending a study tour in Reggio Emilia, Italy, in April 2010.Findings from this research indicate that, although the process of becoming Reggio inspired has not always been smooth, the three centres are implementing the Reggio principles according to the needs of their children and their own cultural context. The three centres are practicing the fundamental principles of the Reggio Emilia approach. Supervisors and educators have a positive image of the child. Parents are seen as partners in their children's learning, while educators are trying to get them more actively involved in their centre. Educators are working collaboratively to co-construct their children's learning. Children's learning is being made visible through documentation, and all three centres are using the environment as a means of enhancing this learning.This research also identifies a number of challenges that these centres faced in the process of implementing the Reggio Emilia approach to early childhood learning. These include: overcoming initial educators' fears, apprehensions, and self-doubts; time demands for comprehensively documenting children's learning; and convincing parents that their children are learning nevertheless through play.As a result of this research, the study also offers a number of considerations for future research, and some suggestions and recommendations to all stakeholders involved, including policy makers.Source: Masters Abstracts International, Volume: 50-04, page: 2072.Advisers: Carla DiGiorgio; Basil Favaro
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