<p>The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.</p><p>Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.</p><p>The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.</p><p>The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.</p><p> </p>

The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality. Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics. The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others. The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

“Although the subject of female leadership is very well documented at an international level, Pakistan still lacks enough research in this area. This scarcity of research gives rise to a commonly held belief that gender equality has been achieved in Pakistan which hides the gender stereotypes and discrimination practices still prevailing in the country.” “Digging into the experiences of thirty working women, this study examined the effect indigenous culture of Pakistan has in shaping their life experiences as well as career success. The study followed a qualitative research approach with phenomenological theoretical framework. Fifteen females were interviewed from urban areas and fifteen from rural areas to draw a holistic picture of indigenous culture of Pakistan and its effect on career success of females.” “Female participants of this study were interviewed on skype and the data gathered through these interviews was analysed using grounded theory approach. Interviews were taken in Urdu and transcriptions were prepared in English to conduct analysis for this study. Seven categories were initially developed through open coding, followed by three clusters through axial coding an lastly the study created a theoretical framework through selective coding. Findings of the study indicate that indigenous culture strongly effects the career success of working women in Pakistan. Based on thematic analysis, the study concludes that indigenous culture of Pakistan puts taboos on females in the form of family bevahior, expectations and the structurally enforced inferior status of females which effects their leadership skills negatively and restricts their career growth.” “Indigenous culture of Pakistan creates mobility issues for women which restricts the possibility to join better jobs at other places instead of their home town and it also effects expansion of entrepreneurial ventures by restricting females to their home towns. Apart from social mobility, culture restricts the decision making power of females which effects their self-recognition and vision development and other skills necessary to become a better leader. Females also face difficulty managing work and family life because of the uneven domestic work burden on females and the concept that woman is the caretaker of house no matter how tough her job gets. Single females don’t face the problem of managing house work and family life however they face issues such as social immobility, preference of male colleagues over them because of their perceived short work life, lack of decision making power and lack of self-confidence.” “The participants were of the view that despite of all the challenges brought by culture, they are still struggling for their career and fighting against the taboos put by culture.” “Respondents of this study agreed that their family support is most important factor for them to stand against the cultural taboos and pursue their dreams. Therefore, this study concludes that there is a strong need to change the mind-set prevailing in these societies that female is a creature who has to be agreeable and caretaker of family and who is responsible for saving relationships. Although efforts have been done to give women equal rights in Pakistan, these efforts will become more meaningful if general perception of society about women and their role starts to change which will require awareness programmes and cooperation from academic institutions and policy makers.” Page 4 of 97 Impact of Indigenous culture on Female Leadership in Pakistan “This study recommends a future research on the perception of males about female colleagues working with them in order to examine if males of countries like Pakistan are ready to accept female leaders. As this study was conducted on females only, for future it is recommended to examine the mind set of males of the society to draw a comparison between situation of females and impact of males mind set on this situation.”

This study sought to determine the effectiveness of an instructional program for developing creative thinking, a positive self-concept, and leadership among intellectually and academically gifted elementary students in grades four, five, and six. The purposes of the study were to determine the effect of experimental treatment on test scores measuring creativity, self-concept, and leadership; to compare the performance of the moderately intellectually gifted with that of the highly intellectually gifted; to determine whether boys or girls benefited more from instruction; and to determine whether fourth-, fifth-, or sixth-grade students achieved greater test gains after experimental treatment.

Submitted by Joel de Lima Pereira Castro Junior (joelpcastro@uol.com.br) on 2016-08-19T23:17:34Z No. of bitstreams: 1 Wagner Salles.pdf: 1531780 bytes, checksum: af8b37c4eb0cc5acb24b7a4f2a9f3b68 (MD5) / Approved for entry into archive by Biblioteca de Administração e Ciências Contábeis (bac@ndc.uff.br) on 2016-08-30T14:35:41Z (GMT) No. of bitstreams: 1 Wagner Salles.pdf: 1531780 bytes, checksum: af8b37c4eb0cc5acb24b7a4f2a9f3b68 (MD5) / Made available in DSpace on 2016-08-30T14:35:41Z (GMT). No. of bitstreams: 1 Wagner Salles.pdf: 1531780 bytes, checksum: af8b37c4eb0cc5acb24b7a4f2a9f3b68 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Faculdade de Educação Tecnológica do Estado do Rio de Janeiro. Rio de Janeiro, RJ / Na função gerencial, no aspecto interpessoal, encontra-se a liderança, cujos estudos geralmente propõem a construção de um perfil fixo ao gestor. Tais características tendem a posições radicais que podem ser categorizadas em quatro paradigmas: (1) quanto a uma habilidade apreendida, (2) a ações calculadas, (3) ao conjunto de qualidades ou (4) à formação da psiquê. Considerando estes estudos como prescritivos e levando em conta o contexto dinâmico da organização do trabalho gerencial, surge uma inquietação sobre como se desenvolvem as competências em liderança em meio às lacunas entre a prescrição e a realidade do trabalho gerencial. Assumindo a perspectiva da Psicodinâmica do Trabalho, o enfrentamento do real gera um esforço para superar os obstáculos e encontrar soluções. Portanto, a inteligência prática está relacionada com o desenvolvimento das competências em liderança na função gerencial? Assim, supõe-se que a formação das competências em liderança na função gerencial estaria sujeita às astúcias do gestor em encontrar soluções práticas para atender à mobilização de pessoas no trabalho real. A estas astúcias evoca-se o termo grego métis para orientar o sentido aplicado. É, então, através dessa astúcia, dessa inteligência prática, que o indivíduo pode eventualmente ensinar como inventa, inova, cria e gerencia a parte real do trabalho. Partindo de um objetivo geral e de uma suposição que vão ao encontro de analisar o desenvolvimento das competências em liderança na função gerencial através da inteligência prática do gestor, esta pesquisa contou com uma metodologia essencialmente qualitativa e exploratória aplicando, por meio de entrevistas presenciais com gestores, o Método de Explicitação do Discurso Subjacente. Os resultados apresentaram grupos de análise nos quais foi possível compreender como se dá o espaço da inteligência prática quanto ao uso da métis, experiência singular e reconhecimento. Como categorias de análise, o campo apresentou duas competências em liderança que emergiram a partir da inteligência prática: o ouvir e a construção coletiva. As categorias indicaram que estas competências em liderança foram desenvolvidas a partir do desempenho dos gestores, nos contextos explorados, mediante o uso da inteligência prática no exercício da função gerencial. / At the managerial function, the interpersonal aspect is leadership, whose studies generally propose building a profile attached to the manager. These characteristics tend to radical positions that can be categorized into four paradigms: (1) as a skill learned, (2) the calculated, (3) the set of qualities or (4) the formation of the psyche actions. Whereas these studies as prescriptive and taking into account the dynamic context of the organization of managerial work, an uneasiness about how to develop leadership skills among the gaps between prescription and reality of managerial work arises. Assuming the perspective of the psychodynamics of work, facing the real generates an effort to overcome obstacles and find solutions. Therefore, practical intelligence is related to the development of leadership competences in the managerial role? Thus, it is assumed that the formation of leadership competences in management functions would be subject to the wiles of the manager in finding practices to meet the mobilization of people in the real working solutions. To these gimmicks conjures up the Greek term Métis applied to guide the way. It is, then, through this ruse, this practical intelligence, the individual may eventually teach how invents, innovates, creates and manages the real part of the job. Starting from a general goal and an assumption that meet to analyze the development of leadership competences in the management function through the practical intelligence officer, this research was essentially qualitative and exploratory methodology applying through face to face interviews with managers, Method Explanation of the Underlying Discourse. The results presented focus groups in which it was possible to understand how is the space of practical intelligence regarding the use of Métis, unique experience and recognition. As categories of analysis, the field produced two competences in leadership that emerged from practical intelligence: listening and collective construction. The categories indicated that these leadership competences were developed from the performance of managers in contexts explored through the use of practical intelligence in the exercise of the managerial function.

Small business managers often lack the leadership skills necessary to sustain their businesses beyond 5 years. The United States Small Business Administration reported that more than 65% of small business owners, including home health care agency managers, fail within the first 5 years of operation. Guided by Burns and Bass's transformational leadership theory, this multiple case study explored leadership skills that managers in home health care agencies need to sustain their new businesses beyond 5 years. The purposeful sample comprised of 3 managers from 3 different home health care agencies within a 75-mile radius of Baltimore, Maryland, that had demonstrated success in surviving past 5 years. Semistructured interviews, agencies' quality assurance plans and policies were reviewed, and procedural documents related to leadership skills were gathered as data. Yin's 5-step data analysis technique was used to identify key themes. Member checking enhanced the credibility of data interpretation. Themes that emerged from data analysis were business management, knowledge and performance, and transformational leadership. Study findings may contribute to positive social change by providing practical guidance to home health care managers, which may improve their agencies' viability and delivery of patient care. Business implications include the provision of long-term employment to workers and safety assurance to patients' families.

Many high schools have shifted from comprehensive graduation exams to a focus on College and Career Readiness. A common method used to determine when a student is college and career ready is a Career Readiness Indicator (CRI). Many CRIs demonstrate a benchmark learning goal for students. Among academic-based CRIs are Career and Technical Education (CTE) industry credentials. Credentials are just one way that agriculture classrooms contribute to student success. This study compiled existing research on CRIs and employability skills in CTE students to determine how the State FFA Degree could potentially fit into this category as well as highlight specific employability aspects of FFA members that coincide with the three-circle model of agricultural education. Data were collected and analyzed to compare FFA members to non-FFA members. FFA members who have earned their State FFA Degree were additionally compared to FFA members who did not earn the State FFA Degree.

... The learning model developed in this study is the ISLANDS learning model. ISLANDS stands for Identification, Setting, List, Application, Note, Duplication, and Scrutinize.This learning model provides space for students to learn independently, it is by searching and finding information about tourism objects and Phrases according to the material, working in groups to practice collaboration skills, sharing information and knowledge, and sharing tasks and responsibilities, leadership, solving problems, actively speaking in German with the help of teachers and native speakers and only focusing on local wisdom which is of course very well known to them, making it easier for them to absorb the material provided by the teacher. In addition, students are also given the opportunity to evaluate the process and their learning outcomes. Thus, it is hoped that this interactive, communicative, active, independent and local wisdom-oriented learning model can increase students’ learning motivation and their mastery of the German language, especially guiding abilities. [Aus: Introduction]

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