Browsing by Issue Date, starting with "2025-03-04"
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- Monitoring Revenue Management Practices in the Restaurant Industry—A Systematic Literature ReviewPublication . Malheiros, Cátia; Gomes, Conceição; Lima Santos, Luís; Campos, Filipa Alexandra Gomes deThe research of revenue management (RM) practices is widespread in the accom modation sector, but not in the restaurant industry. This study aims to ascertain which RM practices are the most used in the restaurant industry, organizing them by clusters, identifying those that imply profit maximization and describing the challenges of their implementation. Mixed methods were used as the methodology through a systematic literature review, which was submitted to a brief descriptive analysis and content anal ysis. Data were retrieved from the Scopus database, and, using the PRISMA diagram, 70 papers were collected for comprehensive analysis of their content. The results of the studies identified five main areas of RM and 21 practices, some specific to the restaurant industry, with reservations and meal duration management being the most used practices. Reservations have been implemented in many restaurants but are not a reality for all of them. A well-managed meal duration increases restaurant capacity. Furthermore, customer satisfaction implies the success of all other practices since customers must understand and accept the RM practices for their success. As a theoretical implication, this study contributes to the development of research into the RM practices of restaurants, and as practical im plications, restaurant managers should implement the following practices: meal duration management, indicators, and table mix. This study contributes to future research, such as analyzing the relationship between sustainability and RM, applying RM to the beverages department, and including RM in consumer behavior in the context of future crises.
- Introducing Exploratory Teaching in Preservice Teacher Education Through Lesson StudyPublication . Duarte, Nicole; Ponte, João Pedro da; Faria, FilipaIn exploratory teaching, the pupils learn from their work on tasks that aim to introduce new concepts, procedures, representations and mathematical ideas. Lesson study, with its focus on teachers’ collaborative and reflective work around issues of pupil learning, is a powerful formative process that may be used in preservice teacher education, sustaining an exploratory teaching approach. In this article, we present a lesson study experience in preservice teacher education, addressing the case of a preservice teacher who is preparing to teach in grades 1–6. Our aim is to identify what key aspects of knowledge of teaching practice does the preservice teacher use when preparing and leading an exploratory lesson during her participation in a lesson study. Our methodology is qualitative, with data collected from the lesson study sessions and the collection of documents produced during the lesson study work, and the data are analysed using a model that presents the key aspects of knowledge of teaching practice. The results show that the structure and the activities carried out in the lesson study, such as designing the lesson, selecting the task and anticipating questions to be posed to pupils, promoted the use of the preservice teacher’s didactic knowledge regarding the phases of an exploratory lesson.