Benefits of leadership

What Are the Benefits of Leadership Programs? Leadership training provides leaders with the tools, knowledge and ability to impact and inspire their followers. Leadership programs provide the opportunity for leaders to sharpen their skills and share their experiences with other leaders to mature in their effectiveness, and they produce leaders that are able to lead with confidence and ease.

Benefits of leadership

How does mathematics instruction differ from country to country? What do these international comparisons tell us about how to improve mathematics achievement?

We have been working for 10 years on a research program aimed at answering these questions. These studies employ the video survey, a novel methodology that combines two research traditions: The video studies capture close-up pictures of the classroom processes used by national samples of 8th grade mathematics teachers in different countries.

These teachers are not necessarily Benefits of leadership or effective. They are ordinary teachers, teaching lessons that they routinely teach. Why would we want to study a random sample of ordinary lessons? First, these lessons together represent what average teaching looks like in different countries.

If we want to improve student learning, we must find a way to improve teaching in the average classroom.

Benefits of leadership

Even slight improvements in the average can positively affect millions of students. This concept represents a new way to formulate the question of how to improve teaching.

Second, studying a national sample of classroom lessons can help us discover whether policy initiatives have influenced classroom practice. All reform efforts to improve teaching and learning must pass through a final common pathway: Most reforms get stopped short at the classroom door; all available evidence suggests that classroom practice has changed little in the past years.

Finally, studying lessons from different cultures gives researchers and teachers the opportunity to discover alternative ideas about how we can teach mathematics.

Watching lessons from other countries prompts questions about the assumptions that guide common practices in our own country. It is often a startling experience to journey back and forth, looking first at foreign videos and then back at our own.

Germany, Japan, and the United States. Several findings from the first study provide important background information.

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Lack of a Shared Language to Describe Teaching The lack of a shared language for describing teaching makes it very difficult to generate and disseminate professional knowledge. Even before beginning the video studies, we suspected that this problem existed; indeed, that suspicion was one of the reasons we chose to document teaching through videotapes instead of questionnaires.

As the tapes started to arrive and we discussed what we saw on them, it became obvious that different people saw different things and described what they saw in different ways. For example, we tried in the first study to mark where on the video each mathematics problem started and where it ended, a process that we thought might simplify our task by enabling us to analyze each problem separately.

We could not agree on what a problem was although we did manage to do so in the later study. Some observers would only count an activity as a problem if it involved students in sustained thinking over a long period of time. Others might count as a problem a brief exercise that students could solve quickly by recalling a solution that they had previously been taught.

Slippage Between Policy and Classroom Practice In part because we lack a shared language, attempts by policymakers to change what happens in classrooms often achieve either no results or unintended results as reform efforts get filtered through the weak communication channels we rely on to disseminate policy Elmore, In our first video study, we asked teachers whether they had read mathematics education reform documents for example, those published by the National Council of Teachers of Mathematics and whether they implemented the documents' recommendations in their classrooms.

Most teachers said that they had read such documents and that they used the reform ideas in their classrooms. However, the videos revealed great unevenness in how teachers interpreted the reforms and showed little evidence that classroom practices actually reflected the goals of the reforms.

The Cultural Nature of Teaching We concluded from our first study that teaching is a cultural activity: We were struck by the homogeneity of teaching methods observed within each country and by the striking differences in methods we observed across Germany, Japan, and the United States.

Even in the United States, a country with great diversity in language, ethnicity, and economic conditions and an education system controlled by local governing boards, the nationwide variation in 8th grade mathematics teaching was much smaller than we had expected.

Each of these countries performed significantly higher than the United States did on the TIMSS mathematics achievement test for 8th grade. The design of the video study was simple. We selected a random sample of 8th grade mathematics classrooms from each country and videotaped them at some point during the school year.

We digitized, transcribed, and translated the tapes into English, after which an international team of researchers analyzed them. Coding and analysis focused on the organization of lessons, the mathematical content of lessons, and the ways in which the class worked on the content as the lessons unfolded.

Here are some of the most interesting findings.The female leadership advantage: An evaluation of the evidence Alice H.

Eaglya,*, Linda L. Carlib aDepartment of Psychology, Northwestern University, Sheridan Road, Evanston, IL , USA bDepartment of Psychology, Wellesley College, Wellesley , MA, USA Accepted 5 September Abstract Journalists and authors of trade books increasingly assert a female advantage in leadership, .

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W hen were the benefits of business coaching first researched / published?. Workplace coaching has been with us for a long time!!

Here are just a few example research papers on business coaching published form the 's through to the 's when coaching just started to become.

Coaching Articles - Coaching Case Studies