Suchergebnisse

What is strategic leadership? -- Strategic thinking -- Strategic acting -- Strategic influence -- Strategic leadership teams -- Leadership strategies for superior performance -- Developing strategic leadership

Purpose
The purpose of this paper is to examine three high school teachers' beliefs about how their understanding of historiography influences their teaching.


Design/methodology/approach
The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.


Findings
The analysis describes the teachers' understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.


Originality/value
Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers' beliefs about the role that historiography plays in their teaching.

Purpose. This research investigated the effects of individual characteristics on cardiovascular reactivity, and in turn on the potential for developing coronary heart disease. Design. Path analysis was performed using LISREL, a structural equation modeling program providing maximum likelihood estimators and goodness-of-fit measures. Setting. Data were collected during a health assessment program, from participants attending a Department of Defense senior service school. Subjects. Participants were 134 senior-ranking male military and civilian employee volunteers, representing approximately 84 % of all students in training. Measures. Five individual characteristics, four measures of cardiovascular reactivity, and one coronary heart disease risk potential variable were investigated. These included Physical Fitness, Type A behavior, Trait Anger and Trait Anxiety, Diastolic and Systolic Blood Pressure measures, and Coronary Heart Disease Risk. Results. Significant path coefficients (critical ratios > 2) indicated that the mean diastolic blood pressure under a video stress condition was predictive of increased potential of developing coronary heart disease (.51), while hard driving Type A behavior was a cardiovascular reactivity antecedent associated with an increase in coronary heart disease risk directly (.14) and indirectly (.39). Physical fitness, on the other hand, had a positive affect in that increased fitness was related to lower cardiovascular reactivity when participants were stressed (−.58). Conclusions. Physical fitness is indirectly beneficial in reducing coronary heart disease risk potential by reducing an individual's diastolic blood pressure response, while scoring high as a Type A Hard Driving personality increases cardiovascular reactivity and coronary heart disease risk. This study is limited to middle-aged males who were generally healthy and displayed concern for their health.

A team development intervention with a squadron at the U.S. Air Force Academy is reported. A six-month follow-up involving comparisons with an equivalent control squadron indicated that the intervention positively influ enced both climate and performance variables in the target organization. Results are discussed in the context of current skepticism about the utility of process interventions for effecting lasting improvement in organizational effectiveness.