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A good scholarly publication sparks new questions for future research. In the same way, many kinds of information experiences drive questioning. This is a novel counterpoint to the traditional view that information and documents simply provide answers to queries. Research suggests that questioning is a crucial component in the building of understanding. Questioning is often defined linguistically, as a certain kind of utterance, but more deeply it can be understood as an openness to what the world can offer – the beginning of thought, and the medium by which information informs. In this chapter, I consider questioning through the lens of document work, which entails the myriad behaviors and activities related to documents in a given setting, including both the creation of new documents and dealing with existing documents (using, sharing, copying, destroying, etc.). If a document provides an answer, then document work can be conceptualized as the building of understanding, and questioning is the mechanism by which understanding is built. These concepts offer a framework for investigating document use as an experience.

In this chapter, the authors provide an introspective account of how teachers in mainstream classrooms can use questioning to more effectively differentiate literacy instruction for English learners across subject areas. The authors offer a rationale for constructively responsive questioning and share tools and strategies for adapting levels of questioning to students’ English proficiency and grade levels with the goal of strengthening instruction and promoting student engagement in learning.

This chapter reviews research on the question–behavior effect, the phenomenon that asking questions influences respondents’ behavior. Two distinct research streams, the self-prophecy effect, concerned with socially normative behaviors, and the mere measurement effect, dealing with purchase behaviors without socially normative significance, are identified. Despite the recent attempt at integration, it is argued that there are fundamental differences between the two effects. Distinctions are also drawn between lab-based and field-based mere measurement effects, and between normatively consistent and implicit attitude-driven, normatively inconsistent self-prophecy effects. Key studies, theoretical explanations, and moderators of each effect are discussed, potential unanswered questions and research opportunities are identified, and significant managerial and policy implications are highlighted.

Hal Gregersen is one of the pioneers of the field of global leadership. Along with J. Stewart Black and Allen Morrison he created one of the early foundational competency models in the field that was published in their book, Global Explorers: The Next Generation of Leaders (1999). Since that time, Hal has studied the skills associated with innovative leadership with Clayton Christensen and Jeff Dyer. A good introduction to this research is their award-winning book, The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators (2011). His most recent book, Questions are the Answer: A Breakthrough Approach to Your Most Vexing Problems at Work and in Life (2018), explores the art of questioning – a skill he argues is critical to leadership productivity. We were curious about Hal's research journey from the study of global leaders to his current research focus – the power of questions – and he graciously agreed to be interviewed for this volume of Advances in Global Leadership. Hal is a Senior Lecturer in Leadership and Innovation at the MIT Sloan School of Management. Before joining MIT, he taught at INSEAD, London Business School, Tuck School of Business at Dartmouth College, Brigham Young University, and in Finland as a Fulbright Fellow.

To share activities to support preservice secondary mathematics teachers’ (PSMTs) participation questioning discourse, which consists of (a) modeling and engaging students in mathematical discourse and activity, and (b) supporting and assessing students’ development of conceptual understanding.

PSMTs typically struggle to develop fluency in participation questioning discourse, despite having it modeled for them by expert teachers in mathematics education courses. Using Gee’s Discourse Theory to conceptualize this problem, we developed the iterative model of See it, Try it and Reflect on it (STaR) to create learning activities in a methods course that engage PSMTs in viewing and reflecting on videotaped mathematics lessons.

PSMTs increased their fluency in participation questioning discourse through viewing and reflecting on videotaped lessons using the STaR iterative model.

The STaR model is a promising framework that can be used to design learning activities to help preservice and inservice teachers acquire fluency in discipline-specific pedagogical Discourses.

Large companies are the dominant forms of wealth creation in society today. As well as providing jobs and export income, they are key influences on social cohesion. We ignore how companies are run at a peril to us all. However, today investors are increasingly concerned about the ethical behaviour of those who run companies. Regular disclosures that directors and executives have behaved unethically reflect badly on the corporate sector as a vehicle for investor funds. By comparison, Australian company directors are increasingly stating that there is already too much concentration on the mechanisms of corporate governance, indicating that they will happily tick the boxes, but do little more.

In the latter part of the 20th century, companies discovered mission. The key elements of any mission must include the major corporate participants – investors, suppliers, customers, employees and society. The role of management is to develop a structure that can operationalise the mission. Such an approach puts ethics – how we treat other people – at the core of a company's activities. Trust is a critical element in how the interests of these stakeholders are taken up in decision-making and embedded in strategy, plans and action on the ground.

In the aftermath of significant corporate collapses in the 1980s and then again at the start of this century, companies also discovered corporate governance. According to the much referenced Cadbury Committee in the U.K., corporate governance is the system by which companies are directed and controlled, i.e., a the system of checks and balances for effective resolution of conflicts and control over the exercise of managerial power.

This paper suggests that an alternative “professional” approach to governance is likely to be more effective. Today, the role of management is to “add value” and contribute to the “good” of society. This good is the collective set of stakeholder interests entrusted to the governing board to look after. A governance model that integrates the human good with the operations of ‘mind’ in terms of learning and leadership highlights eight distinctive “products,” the eighth being valued products and by-products delivered to each stakeholder. The model is structured around the person's capacity to ask four categories of questions, including those that provide orientation and direction.

The model is used to examine a contemporary governance issue experienced by the board of directors at the National Australia Bank Limited.

This chapter enters an old debate on the shape of validation processes in qualitative research. We discuss a reflective research validation framework related to teaching approaches and practices. The majority of investigations in this area draw mainly on indirect observation, semi-structured interviews or the application of questionnaires and inventories. To this extent, only “half-the-story” has been reported. The validation framework here develops a five-part three stage structure, conceptualized as an “iterative-interactive-process,” integrating a set of strategies aimed at the “minimization of invalidity.” The application of the framework is illustrated through a longitudinal study investigating the relationship between classroom questioning practices and teachers’ preferential teaching approaches. Fieldwork in this naturalistic-interpretative research was conducted during four academic years and entailed close collaboration with a group of four university teachers lecturing biology to undergraduates.

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

Action learning is a term that is used with a wide range of meanings: from an equivalent term for experiential learning to a philosophy of learning. This chapter takes the latter position and focuses on action learning as a scholarly activity. The chapter has two main sections. In the first part the breadth and depth of action learning is introduced: its variations and applications are discussed. The second part explores how action learning is at the cutting edge of engaging practitioners in real change and at the development of scholar–practitioners and actionable knowledge of how organizations change, how it offers a modality of an action-oriented approach to inquiry that accords with contemporary paradigms of useful and relevant research, its contribution to organization and management theory comes through how critical action learning engages with issues of power and social relations and through its critique of management education.

In this chapter, we introduce the history of critical thinking briefly, starting from Socrates to contemporary contributions. Based on this history, we derive several modules for training in critical thinking via practical exercises in critical thinking. Three classic critical thinking models are introduced: Socratic questioning method, Cartesian doubting method, and Baconian empirical method. We discuss their potential for critical thinking as foundational methods. The material in this chapter is distributed in three parts. In Part I, we provide a brief history of critical thinking. In Part II, we design models of critical thinking based on its classic history. In Part III, we list some models of critical thinking based on its history, from the Renaissance period to the current times. In the last section, we also discuss critical thinking in the context of business ethics, by delineating its normative domain, assessing its characteristics, and reviewing its processes.