Relevant bibliographies by topics / Collegial relationships

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Collegial relationships'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Collegial relationships"

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Hunt, William E. "Collegial relationships." Surgical Neurology 49, no. 2 (February 1998): 228. http://dx.doi.org/10.1016/s0090-3019(96)00513-7.

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Betzler, Monika, and Jörg Löschke. "Collegial Relationships." Ethical Theory and Moral Practice 24, no. 1 (February 5, 2021): 213–29. http://dx.doi.org/10.1007/s10677-021-10165-9.

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AbstractAlthough collegial relationships are among the most prevalent types of interpersonal relationships in our lives, they have not been the subject of much philosophical study. In this paper, we take the first step in the process of developing an ethics of collegiality by establishing what qualifies two people as colleagues and then by determining what it is that gives value to collegial relationships. We argue that A and B are colleagues if both exhibit sameness regarding at least two of the following three features: (i) the same work content or domain of activity; (ii) the same institutional affiliation or common purpose; and/or (iii) the same status or level of responsibility. Moreover, we describe how the potential value of collegial relationships is grounded in the relationship goods that two colleagues have reason to generate qua colleagues, namely, collegial solidarity and collegial recognition. Two interesting conclusions that can be drawn from our analysis are that one has to be proficient at one’s work if one is to be considered a good colleague and that we are also more likely to be better colleagues if we regard the work we do as valuable. Finally, we draw special attention to the working conditions that are conducive to the generation of good collegial relationships and suggest some policies to promote them.
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Waller Wise, Renece. "Growing Collegial Relationships." AWHONN Lifelines 10, no. 1 (February 2006): 34–38. http://dx.doi.org/10.1111/j.1552-6356.2006.00011.x.

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Clochesy, John M. "Part 2—Fostering Collegial Relationships." Nurse Author & Editor 6, no. 1 (March 1996): 4–7. http://dx.doi.org/10.1111/j.1750-4910.1996.tb00562.x.

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&NA;. "Forging Collegial Relationships with Physicians." Pediatric Physical Therapy 9, no. 2 (1997): 47. http://dx.doi.org/10.1097/00001577-199700920-00001.

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Smith, Linda J. "Informed Consent and Collegial Relationships." Journal of Human Lactation 11, no. 3 (September 1995): 175–76. http://dx.doi.org/10.1177/089033449501100310.

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Shrago, Linda C. "Fostering Collegial Relationships among Lactation Consultants." Journal of Human Lactation 11, no. 1 (March 1995): 1–2. http://dx.doi.org/10.1177/089033449501100102.

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Bidwell, Charles E., and Jeffrey Y. Yasumoto. "The Collegial Focus: Teaching Fields, Collegial Relationships, and Instructional Practice in American High Schools." Sociology of Education 72, no. 4 (October 1999): 234. http://dx.doi.org/10.2307/2673155.

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Singh, Prakash. "Symbiotic Relationship Between Emotional Intelligence And Collegial Leadership." International Business & Economics Research Journal (IBER) 12, no. 3 (February 19, 2013): 331. http://dx.doi.org/10.19030/iber.v12i3.7676.

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Research on leadership over the past two decades suggests that the emotional intelligence of leaders matters twice as much as that of cognitive abilities, such as IQ or technical expertise. Emotionally intelligent leaders experience a greater sense of well-being, improved relationships, happier employees and lower employee turnover, better team work, greater job satisfaction and a greater degree of success. Four hundred and seventy four employees participated in this study. The quantitative research method was used to examine the employees perceptions of their leaders emotionally intelligent personal and social skills on their job satisfaction. Findings in this study strongly suggest that collegial leaders demonstrate high levels of EI and collegiality in the working environment. These collegial leaders are equipped with personal and social skills which they use to contribute to the happiness and job satisfaction of their workers. Integral to the success and development of the collegial process is that employees feel that they are being nurtured in an open, warm and sincere environment. Clearly, a leader who demonstrates appropriate levels of emotionally intelligent personal and social skills will not only create a collegial working environment but will also thrive in one. The evidence emanating from this exploratory study confirms that there is a symbiotic relationship between emotional intelligence and collegial leadership. The emotionally intelligent collegial leader is a concept that extends far beyond a slogan and must become an integral part of organizational effectiveness and reform. It is inconceivable to speak about collegial leadership in the absence of emotional intelligence.
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Graham, Kathy C. "Promoting Collegial Relationships between Physical Educators and other Faculty." Journal of Physical Education, Recreation & Dance 72, no. 5 (May 2001): 52–53. http://dx.doi.org/10.1080/07303084.2001.10605754.

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Dissertations / Theses on the topic "Collegial relationships"

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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.

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Tolba, Sakr Hoda A. F. "Underlying collegial relationships controlling project implementation : case study in Egypt." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/70185.

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Jarzabkowski, Lucy M., and n/a. "The primary school as an emotional arena : a case study in collegial relationships." University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.

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The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.
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Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.

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Dufrene, Gini E. "Moving On: A Phenomenological Study on the Experiences of Migrating Teachers in Disadvantaged School Districts." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2456.

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Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision.
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Kerfoot, Christine Marie. "The stories of public school teachers who hold doctorates: A narrative study." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2376.

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The purpose of this qualitative, narrative study was to examine the stories of public elementary school teachers who hold doctorates and to discover what these stories tell about their understanding of education within the context of public schools. Specifically, investigation centered on reasons teachers in this group pursued doctorates. This study also examined the ways in which they describe their role as educators within the public school system; the ways in which they view their relationships with public school colleagues; and the ways in which the doctoral experience has influenced their beliefs about teaching, public schooling, and education. Participants included seven California elementary public school teachers who took part in two tape recorded interviews and contributed one story from their professional experience and/or a personal reflection on the interview process. Analysis of the data involved restorying the participants' stories, identifying segments of information, labeling the segments with codes that describe their meaning, grouping the codes into themes, and identifying examples from the data that supported the themes. Six themes emerged from the collected data: learning, connection and collaboration, conflict, leadership, satisfaction, and respect . The participants described their various learning experiences, how they connect and collaborate with others, the ways in which they experience conflict, the contexts in which they exhibit leadership skills, the circumstances that have brought about personal satisfaction, and the ways in which they have observed and experienced respect. Results revealed that the teachers pursued a doctorate in order to broaden their knowledge base and educational experience and that the doctoral experience has given them a broader perspective of education. They have assumed a leadership role within the public school system, and although they acknowledged that they have a different viewpoint of education and schooling than their colleagues, they see those with whom they work as valuable members of the school community. Implications from the results focused on the importance of change within the learning process and the responsibility of leadership that comes with advanced knowledge and experience.
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Shipley, Ahlishia J'Nae. "AN EXPLORATORY STUDY OF INTIMATE RELATIONSHIP SOCIALIZATION AMONG BLACK COLLEGIATE WOMEN." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/171.

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The pathways through which individuals learn to appraise and behave in intimate relationships greatly influence the quality and stability of their relationships. Research on intimate relationships among college students guided by a socialization framework focusing on learning and ways of viewing relationships is limited. The purpose of the present exploratory study was to examine the experiences and processes wherein young Black collegiate women learn to approach, maintain, and reflect on their intimate relationships. This topic is particularly salient to Black collegiate women who find themselves navigating unbalanced dating scenes and negotiating love relationships while balancing academic achievement and career aspirations. Ten Black, heterosexual women attending a four-year institution of higher education participated in three in-depth interviews where they shared life experiences which contributed to their understanding of intimate relationships. Using symbolic interactionism as a guiding framework allowed me to discover the multiple descriptions and meanings the participants assign to the interactions in their families, with their peers, and in their symbolic environments. The narratives shared by the women in this study revealed a number of experiences which prompted them to engage in self-reflection, critique, and learning with respect to self-identity and intimate relationships. Hearing messages, observing others, and experiencing relationships for themselves provided these women with a foundation for knowing the importance of preserving self-worth and self-identity, establishing expectations, and communicating thoughts and feelings. Implications for practice include the importance of developing specialized relationship education culturally and socially relevant to Black collegiate women, training campus professionals on the unique needs and concerns of this population, and educating parents on communicating with daughters about intimate relationship development. Future research should devote specific attention to social context, paternal-daughter relationship communication, and parental relationship modeling.
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Ishida, Ai. "Athlete Monitoring Program in Division I Collegiate Female Soccer." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3867.

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The objectives of this dissertation include 1) to review athlete monitoring strategies and the physical performance demands of female soccer match-play and to provide practical application of athlete monitoring programs, 2) to examine individual and group relationship between training load (TL) and subjective recovery and stress state and neuromuscular performance, and 3) to investigate acute effects of match-play on neuromuscular and subjective recovery and stress state in National Collegiate Association Athlete (NCAA) division I collegiate female soccer. TL was assessed using 10Hz Global Navigation Satellite System units. Subjective recovery and stress state was measured using the Short Recovery and Stress Scale (SRSS) consisting of 8 subscales including Physical Performance Capability (PPC) Mental Performance Capability (MPC), Emotional Balance (EB), Overall Recovery (OR), Muscular Stress (MS), Lack of Activation (LA), Negative Emotional State (NES), and Overall Stress (OS). Neuromuscular performance was assessed using countermovement jump (CMJ) with a polyvinyl chloride pipe (CMJ0) and 20kgs bar (CMJ20). CMJ variables included body mass (BdM), jump height (JH), modified reactive strength index (RSI), peak force (PF), relative peak force (RPP), eccentric impulse (EI), concentric impulse (CI), peak power (PP), relative peak power (RPP), eccentric average peak power (EAP), and concentric average power (CAP). Results of this dissertation showed that 12 individual players demonstrated negative correlations between total distance and MPC (p≤0.05, r=-0.78 to -0.34, number of significant individual correlations [N]=3) and OR (p≤0.05, r=-0.91 to -0.08, N=3). Positive correlations were observed between MS and total distance among all individual players (p≤0.05, r=0.21 to 0.82, N=3) while the group correlations were moderate to large (p≤0.001, r=0.55). Results of this dissertation also demonstrated that significant moderate to large decreases were observed at 12 hours post-match in JH, RSI, CI, PP, RPP, and CPA in CMJ0 and CMJ20 (p
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Lacina, Michael Allen. "Relationships Between Training Load Metrics and Injury in Collegiate Women's Soccer." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/100946.

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Injury risk reduction is an ever-evolving topic within an athletic environment. Consequences from an injury include participation time loss, financial, social, and personal costs. Coaching and medical staff strive to reduce the risk through various manners. Training load monitoring is one method that is utilized in injury risk reduction through global positioning systems (GPS) with statistical modeling. The purpose of this study was to investigate the external loads for training sessions and competition in starters versus non-starters; to determine if there were control chart violations associated with sustained injuries; and to determine whether in-season injuries were associate with one or more control chart violations. NCAA Division I female soccer players were recruited during the fall 2019 season. Participants were provided a STATSports GPS unit to wear during all practice and competition sessions to analyze the following variables: total distance, high metabolic load distance, sprints, accelerations, decelerations, and dynamic stress load (DSL). These variables were analyzed using statistical process control charts (SPC Charts) and Nelson Rules. Overall, there were 1,235 violations for the team, with the highest amount coming from DSL. Throughout the season, there were 16 time-loss injuries. Within the 3- and 7-day periods prior to injury, there were only two cases in which the injured athlete had more violations when compared to the team average. Therefore, SPC Charts were not a good indicator of injury risk prediction within this population. Future research includes reassessing these methods within a larger population and for a longer duration (i.e. several seasons).
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Reducing the risk of injury in athletes is a focal point for many coaches, training, and medical staffs in collegiate athletics. The consequences of injury range from loss of playing time to financial and long-term health costs. Being able to reduce the risk of injuries not only has personal implications for the athlete but also relates to overall team success. Using global positioning systems (GPS) to track the amount of work done in training can possibly reduce injury risk. This study planned to investigate the workload in NCAA Division 1 collegiate female soccer athletes and if any injuries were sustained during both training and competition settings. The results suggest that statistical process control (SPC) charts and the Nelson Rules did not predict injury risk within this population. There is limited research that has used these tools. Future work can reassess these methods within larger collegiate athletic populations, over a longer period of time.
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Books on the topic "Collegial relationships"

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J, Vojtek Robert, ed. Motivate! inspire! lead!: 10 strategies for building collegial learning communities. Thousand Oaks, Calif: Corwin Press, 2009.

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Collegial professionalism: The academy, individualism, and the common good. Phoenix, Ariz: Oryx Press, 1998.

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Joseph, Beckham, ed. Collegiate consumerism: Contract law and the student-university relationship. Asheville, N.C: College Administration Publications, 2003.

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Countdown to college: Preparing your student for success in the collegiate universe : the 40 tips you'll want to know beforehand. Mesa, AZ: Blue Bird Pub., 1997.

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Kleinman, Leona S. A DESCRIPTIVE STUDY OF GERONTOLOGICAL NURSE PRACTITIONERS IN THE UNITED STATES: COLLEGIAL RELATIONSHIPS, TASK AND PERFORMANCE OF TASK, AND SATISFACTION (NURSE). 1990.

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Krauter, Cheryl. Psychosocial Care of Cancer Survivors. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190636364.001.0001.

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Psychosocial Care of Cancer Survivors: A Clinician’s Guide and Workbook for Providing Wholehearted Care is a clinical resource written for healthcare practitioners with the goal of helping them enhance communication with both patients and colleagues. It addresses questions of how to bring a humanistic approach and quality attention to the growing needs of patients in the post-treatment phase of a cancer diagnosis. As a workbook, it is both a guide and an applicable resource for daily clinical practice. It provides a needed structure for clinicians to help them reconnect with the meaningful aspects of their work. Part I focuses on skillful means for providing humanistic, person-centered care. Part II offers clinicians pragmatic structures and methods they can start using with patients right away and provides a humanistic clinical framework that benefits them both personally and professionally: clinical skills vital to forming healing clinical relationships (e.g., the four C’s of communication: communication, curiosity, concern, conversation; communication tools to enhance effective collaboration, such as personal and professional boundaries, the essentials of a healing relationship, stages of the clinical interview, collegial collaboration; exercises designed for personal reflection and the implementation of the clinical skills and communication tools mentioned; and useful practices and solutions to increase the efficacy of and satisfaction with their work.
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The relationship between precompetitive affect and collegiate gymnastic performance. 1990.

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The relationships among coping strategies, trait anxiety, and performance in collegiate softball players. 1993.

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Cameron, Charles M., and Lewis A. Kornhauser. Theorizing the U.S. Supreme Court. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228637.013.264.

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We summarize the formal theoretical literature on Supreme Court decision-making. We focus on two core questions: What does the Supreme Court of the United States do, and how can one model those actions; and, what do the justices of the Supreme Court want, and how can one model those preferences? Given the current state of play in judicial studies, these questions then direct this survey mostly to so-called separation of powers (SOP) models, and to studies of a multi-member (“collegial”) court employing the Supreme Court’s very distinctive and highly unusual voting rule.The survey makes four main points. First, it sets out a new taxonomy that unifies much of the literature by linking judicial actions, modeling conventions, and the treatment of the status quo. In addition, the taxonomy identifies some models that employ inconsistent assumptions about Supreme Court actions and consequences. Second, the discussion of judicial preferences clarifies the links between judicial actions and judicial preferences. It highlights the relationships between preferences over dispositions, preferences over rules, and preferences over social outcomes. And, it explicates the difference between consequential and expressive preferences. Third, the survey delineates the separate strands of SOP models. It suggests new possibilities for this seemingly well-explored line of inquiry. Fourth, the discussion of voting emphasizes the peculiar characteristics of the Supreme Court’s voting rule. The survey maps the movement from early models that ignored the special features of this rule, to more recent ones that embrace its features and explore the resulting (and unusual) incentive effects.
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Mejia-Millan, Cristina Marie. Feeling loved, receiving desired loving behaviors, and experiencing relationship satisfaction among unmarried collegians. 2000.

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Book chapters on the topic "Collegial relationships"

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"Teacher Leadership and Collegial Relationships." In Antiracist Professional Development for In-Service Teachers, 114–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5649-8.ch005.

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The authors assert that P-12 classroom teachers are and should be leaders in the teaching and learning of children. The strongest teacher leadership is shaped by co-constructed knowledge and collaborative practices. The change that is required to help classroom teachers be better advocates for antiracist education can come from the leadership of teachers themselves, with the support of administrators and professional development designers. The authors examined teacher reflections on a variety of teacher leadership experiences and efforts to engage in equity-based initiatives at the school or district level to create antiracist policies and practices. The examination included an anonymous survey of school- or district-based equity initiatives, and how the goals are defined, what teachers perceive to be the impact (on students, teacher colleagues, their school, their district), and whether and how teachers are taking leadership in the initiatives.
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Mthimunye-Kekana, Zukiswa. "Legitimacy and Collegial Relationships for a Woman of Color in the Academy." In Women Thriving in Academia, 33–50. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/978-1-83982-226-120211003.

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"Government by relationships: policy, collegial oligarchies of insiders, and institutions of the political economy." In Bureaucracy, Collegiality and Social Change, 153–204. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781839102370.00012.

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Basset, Thomas. "Coordination and Social Structures in an Open Source Project." In Global Information Technologies, 886–907. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch068.

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This chapter tackles the issue of the distribution of work in an open source project through the influence of social relationships among developers. The author demonstrates that the concentration of code in the VideoLAN project —already pointed out in other projects—does not only depend on technical expertise but is strongly influenced by the nature of social relationships among developers. Face-to-face relationships have a great importance, as does friendship which can favor the circulation of advice. In addition to technical expertise, a second kind of expertise —the ability to be aware of who is working on what—determines the hierarchy within this entity that looks like a collegial organization. The author hopes that this work will help to reduce the hiatus between technical and social considerations on open source software.
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Basset, Thomas. "Coordination and Social Structures in an Open Source Project." In Free/Open Source Software Development, 125–51. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-369-2.ch006.

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This chapter tackles the issue of the distribution of work in an open source project through the influence of social relationships among developers. The author demonstrates that the concentration of code in the VideoLAN project —already pointed out in other projects—does not only depend on technical expertise but is strongly influenced by the nature of social relationships among developers. Face-to-face relationships have a great importance, as does friendship which can favor the circulation of advice. In addition to technical expertise, a second kind of expertise —the ability to be aware of who is working on what—determines the hierarchy within this entity that looks like a collegial organization. The author hopes that this work will help to reduce the hiatus between technical and social considerations on open source software.
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"Music Teacher Training to Build a Musical Community." In Transforming Music Education in P-12 Schools and the Community, 219–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2063-5.ch010.

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This chapter describes how pre-service teachers and future music teachers facilitate peer learning and collaboration in their teacher training courses. This chapter first introduces a case that every student in a Japanese teacher training course learns composition independently and collaboratively. Collaboration involves the mixture of peer-to-peer learning, hands-on one-on-one instruction, and group learning that can strengthen teacher education programs by offering a variety of interactive opportunities. The chapter also introduces a school-wide and local community collaboration among university, elementary school, kindergarten, and community to create a large musical show. Finally, in the chapter, the concluding one, one of the main purposes of music education is to build musical communities to learn from each other and to share musical enjoyment with different individuals. In essence, music is the best way to build a community. For an ideal music teacher training, it is essential for future teachers to become able to collaborate musically and to build collegial relationships with other fellows to learn from the differences.
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Bennett, Peggy D. "Teachers being friendly." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0044.

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The ease of school relationships can wax and wane just as in any other group. When teachers get along well, the entire school can be a vibrantly productive and nourishing environ­ment. When teachers have conflicts, chilliness and fragmented collegiality can affect everyone. Why would we expect teachers to be happily cooperative all the time? Teachers likely do not have a hand in hiring their co- workers, and therefore they must adjust to all types of person­alities, pedagogical preferences, and teaching styles. Even with these sometimes strident differences, collegial relationships are essential to the health of schools and school personnel. Key to this vision is behaving with friendliness to others, rather than expecting all others to be our friends. When the “Be friendly, but not friends” mantra is given to student teachers and school interns, it is intended to help these novice educators maintain professional distances with students. But for teachers at any stage of their career, it also can be helpful to distinguish friendship and friendliness. We could define “friends” as: • Those with whom we spend time outside school hours • Those who know our family and home life • Those with whom we share personal, sometimes private information Using these criteria, we may have more acquaintances than friends at school. And those professional distances are not nec­essarily a hindrance to vibrant school communities. With courteous conversations, cordial comportment, and car­ing camaraderie, being friendly may be enough.
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Bennett, Peggy D. "Context effect." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0042.

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Comparing ourselves to other teachers can be deflating and discouraging. Yet who doesn’t do it? We notice her mutually warm relationships with students. We see his students’ stellar accomplishments at the science fair. We wonder how our team leader is able to help her students achieve the reading acumen they demonstrate. We envy the way the coach is able to tame even the most explosive tempers. Even though envy is troublesome, comparing ourselves too favorably to others is not the answer, either. The high is always temporary. The effect of context can hardly be overstated. And “con­text appropriateness” suggests that we recognize and adapt our expectations to the important differences in context that affect learning. Context can be an even more powerful influence on learning than age or development. Sometimes subtle and sometimes blatant, differences in the attributes listed here influence both our teaching and students’ learning. Physical attributes: class size, room size, room shape, room temperature, amount of equipment available, seating space and type, relative clutter or tidiness in room Temporal attributes: time of day, time of year, frequency and length of class meeting, interval between instructional times, classes or events directly preceding or following our lessons Teacher attributes: familiarity with students and community, number of classes and subjects taught per day, length of time in same school, years of experience teaching, access to professional development and mentoring Student attributes: familiarity with classmates, mix of characteristics (gender, ethnicity, language, economic status, age, special needs or exceptions), general interest and investment in learning Community/ school attributes: administrative and collegial respect and support, performance expectations, parental participation, community involvement and advocacy (Bennett & Bartholomew, 1997) Rebalancing views of ourselves and others based on the varying attributes of our teaching settings can ground healthy, realistic expectations. And that vibrant health can steer us toward reason­able professional goals and relationships.
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9

Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Lessons from Business." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0013.

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As noted in the Hanover Research report mentioned in Chapter 3, an increase in competition among schools has led to many administrators thinking more about students and parents as customers—and not simply as people who are required by certain geographical boundaries to attend a particular school. As a result, some educators have turned to companies that are known for outstanding customer service in order to improve the culture of their schools. Others have found inspiration in the work of Stephen Covey or other experts on leadership and effective business practices. In the Tulsa Public Schools, for example, leaders recognized inconsistencies in how people were treated when they went into a school’s front office, which can sometimes become like what one district official described as a “three- ring circus.” They’ve since taken several approaches to improving how secretaries and other office staff members in the district receive new parents and students. “When we enroll a child in our schools, we’re engaging with the whole family,” says Jane Barnes, the director of staff development and leadership training for the district. Some schools have received training from local Chick-fil-A and QuikTrip franchises in Tulsa. And now the district is providing additional professional development to school office staff members on how to be more attentive to families who walk in the door and leave a “positive, memorable impression.” Barnes says receptionists and other office employees need opportunities to practice various scenarios in which they interact with families. The training also focuses on strengthening the collegial relationships among those working in a school office and improving their skills in communicating with Hispanic families. Other districts across the country have taken lessons from “the happiest place on earth” on how to make schools more inviting and improve relationships with families. In a piece for Forbes.com, contributor Carmine Gallo wrote about how Disney employees have a way of making everyone feel that they are special. “Disney employees are trained to be ‘Assertively Friendly.’ Disney team members are encouraged to actively seek contact with guests,” he wrote.
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Dannenberg, Kevin, and Sarah Kraynik. "Fan Attitudes of Basketball." In Advances in Marketing, Customer Relationship Management, and E-Services, 133–45. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5994-0.ch009.

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The purpose of this chapter is discovering the basis of fan attitudes towards collegiate and professional basketball and the factors that influence them. The findings are then compared and contrasted between the two types of basketball to determine where the greatest fan attitudes lie. Fan attitudes have been broken down into three components: motivation, knowledge, and identity. Attendance, television ratings, and consumer spending are all outputs of fan attitudes that help quantify it. It was found that respondents had stronger fan attitudes towards collegiate basketball. However, they had a greater knowledge of professional basketball. The results from this study will help those companies that are currently involved and those companies that plan on being involved with collegiate and professional basketball to understand the optimal target market for their marketing efforts.
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Conference papers on the topic "Collegial relationships"

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Jedin, Mohd Haniff. "Relationship Engagement in Mergers and Acquisition through Collegial Leadership." In ISSC 2016 International Conference on Soft Science. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.08.84.

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Arocha, E., BA Wisthoff, and TW Kaminski. "P4 The relationship between y-balance test scores and cumberland ankle instability tool scores among collegiate athletes." In 7th International Ankle Symposium, 2017. BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine, 2017. http://dx.doi.org/10.1136/bjsports-2017-anklesymp.36.

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Condon, TA, A. Aguilar, and EA Wikstrom. "P9 Relationships between ankle dorsiflexion range of motion and the weight bearing lunge test in male collegiate soccer players." In 7th International Ankle Symposium, 2017. BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine, 2017. http://dx.doi.org/10.1136/bjsports-2017-anklesymp.41.

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