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1 – 3 of 3Karen Boehnke, Nick Bontis, Joseph J. DiStefano and Andrea C. DiStefano
Success in the global marketplace depends on a manager’s ability to provide leadership. Exceptional success depends on sustaining extraordinary performance. Are there universal…
Abstract
Success in the global marketplace depends on a manager’s ability to provide leadership. Exceptional success depends on sustaining extraordinary performance. Are there universal behaviours which are consistent around the world? Are there subtle differences of emphasis which vary across different nationalities or corporate environments? Senior executives were polled in two major divisions of a global petroleum company and from its major subsidiaries around the world. They were asked to describe examples of exceptional organizational performance and to identify the key leadership behaviours which they saw as explaining or accounting for the extraordinary outcomes. Content analysis led to a few key leadership behaviours being identified. The major finding was that the main dimensions of leadership for extraordinary performance are universal. Only a few variations in emphasis existed among six different regions of the world. Also there were some clear leadership differences, long established in the folklore of the company, associated with different corporate cultures in the two major divisions.
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Vicki Stewart Collet and Nagisa Nakawa
The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated…
Abstract
Purpose
The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.
Design/methodology/approach
Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.
Findings
Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.
Research limitations/implications
This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.
Practical implications
Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.
Originality/value
The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.
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