Search results for 'Leadership Study and teaching' (try it on Scholar)

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  1. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the (...)
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  2.  2
    Omid Sabbaghi, Gerald F. Cavanagh S. J. & Tim Hipskind S. J. (2013). Service-Learning and Leadership: Evidence From Teaching Financial Literacy. Journal of Business Ethics 118 (1):127-137.
    We provide an empirical investigation of leadership characteristics and social justice issues in the context of financial literacy service-learning. Using a unique dataset of student self-ratings, we find that students experience statistically significant increases in 8 of the 10 leadership dimensions and 7 of the 7 social justice issues examined in this study. Leadership dimensions include: persuasion, building community, “commitment to the growth of people,” stewardship, empathy, awareness, foresight, and listening. Interest in social justice issues include: (...)
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  3.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  4.  31
    Deborah C. Poff (2007). Duties Owed in Serving Students: The Importance of Teaching Moral Reasoning and Theories of Ethical Leadership in Educating Business Students. [REVIEW] Journal of Academic Ethics 5 (1):25-31.
    This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.
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  5. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  6. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.
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  7.  8
    Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  8. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  9. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  10.  71
    Kevin S. Groves & Michael A. LaRocca (2011). An Empirical Study of Leader Ethical Values, Transformational and Transactional Leadership, and Follower Attitudes Toward Corporate Social Responsibility. Journal of Business Ethics 103 (4):511-528.
    Several leadership and ethics scholars suggest that the transformational leadership process is predicated on a divergent set of ethical values compared to transactional leadership. Theoretical accounts declare that deontological ethics should be associated with transformational leadership while transactional leadership is likely related to teleological ethics. However, very little empirical research supports these claims. Furthermore, despite calls for increasing attention as to how leaders influence their followers’ perceptions of the importance of ethics and corporate social responsibility (...)
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  11.  16
    Liang-Hung Lin, Yu-Ling Ho & Wei-Hsin Eugenia Lin (2013). Confucian and Taoist Work Values: An Exploratory Study of the Chinese Transformational Leadership Behavior. [REVIEW] Journal of Business Ethics 113 (1):91-103.
    When it comes to Chinese transformational leadership behavior, the focus seems to be Confucian work value; nonetheless, it represents only one of the Chinese traditions. In order to have a better understanding the relationship between Chinese traditional values and transformational leadership behavior, Taoist work value should also be taken into consideration. Thus, this study firstly develops Confucian and Taoist work value scale (study 1) and then applies this scale to examine its relationship with transformational leadership (...)
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  12.  2
    Olivier Boiral, Charles Baron & Olen Gunnlaugson (2013). Environmental Leadership and Consciousness Development: A Case Study Among Canadian SMEs. Journal of Business Ethics 123 (3):1-21.
    The objective of this paper is to explore how the various stages of consciousness development of top managers can influence, in practical terms, their abilities in and commitment to environmental leadership in different types of SMEs. A case study based on 63 interviews carried out in 15 industrial SMEs showed that the organizations that displayed the most environmental management practices were mostly run by managers at a post-conventional stage of consciousness development. Conversely, the SMEs that displayed less sustainable (...)
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  13.  33
    Svetlana Holt & Joan Marques (2012). Empathy in Leadership: Appropriate or Misplaced? An Empirical Study on a Topic That is Asking for Attention. Journal of Business Ethics 105 (1):95-105.
    Leadership has become a more popular term than management, even though it is understood that both phenomena represent important organizational behaviors. This paper focuses on empathy in leadership, and presents the findings of a study conducted among business students over the course of 3 years. Finding that empathy consistently ranked lowest in the ratings, the researchers set out to discover the driving motives behind this invariable trend, and conducted a second study to obtain opinions about possible (...)
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  14. Calina Ana Butiu & Mihai Pascaru (2014). Religious Leadership and Environmental Concerns. A Mining Project Case Study. Journal for the Study of Religions and Ideologies 13 (39):164-180.
    Religious leaders are being viewed as agents with influence over environmental opinion and attitude building. In public environmental project impact debate the Christian religious leaders may play an increasingly complex role due to their anthropocentric position. Roşia Montană Gold Corporation is such a project where The Romanian Orthodox Church has taken a position right from the beginning. Our study explores the local impact area religious leaders' attitudes as to the mining project in particular and the overall view of environmental (...)
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  15.  6
    Stephen Chen (2010). The Role of Ethical Leadership Versus Institutional Constraints: A Simulation Study of Financial Misreporting by CEOs. [REVIEW] Journal of Business Ethics 93 (1):33-52.
    This article examines the proposition that a major cause of the major financial accounting scandals that received much publicity around the world was unethical leadership in the companies and compares the role of unethical leaders in a variety of scenarios. Through the use of computer simulation models, it shows how a combination of CEO's narcissism, financial incentive, shareholders' expectations and subordinate silence as well as CEO's dishonesty can do much to explain some of the findings highlighted in recent high (...)
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  16.  71
    Daniel E. Palmer (2009). Business Leadership: Three Levels of Ethical Analysis. [REVIEW] Journal of Business Ethics 88 (3):525 - 536.
    Research on the normative aspect of leadership is still a relatively new enterprise within the mainstream of leadership studies. In the past, most academic inquiry into leadership was grounded in a social scientific paradigm that largely ignored the ethical substance of leadership. However, perhaps because of a number of public and infamous cases of failure in business leadership, in recent years there has been renewed interest in the ethical side of leadership in business. This (...)
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  17.  7
    S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...)
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  18.  12
    Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  19.  25
    Nick Bontis & Adwoa Mould-Mograbi (2006). Ethical Values and Leadership: A Study of Business School Deans in Canada. International Journal of Business Governance and Ethics 2 (s 3-4):217-236.
    Ethical leadership in any organisation is expected to come from the top. With business leaders taking a real stand on ethics, it is imperative that business schools instil strong values into their students. Deans of business schools must exhibit these ethical values to provide an example for faculty, students and staff to emulate. This study is an investigation of the ethical values of deans and associate deans in ten business schools in Canada. The results portray the ethical inclination (...)
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  20.  6
    Hennie Van der Mescht (2004). Phenomenology in Education: A Case Study in Educational Leadership. Indo-Pacific Journal of Phenomenology 4 (1):p - 1.
    Readers should note that the paper below - penned by one of the journal's editorial panellists - is being published with the aim of stimulating debate around the issue of using a phenomenological research paradigm in the study of education leadership. This is especially important in view of the multiple methodologies that are prevalent within the broad scope of the social sciences and, equally important, the seemingly ever-changing methodological scenarios that do not necessarily usher in any paradigmatic changes. (...)
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  21.  5
    Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  22.  7
    Martha Lorena Figueroa Soledispa & Evelio Felipe Machado Ramírez (2012). The bettering process in teaching leadership and the transformation of university processes. Humanidades Médicas 12 (3):391-408.
    Es característica de las instituciones de educación superior de calidad desarrollar una pedagogía del cambio. A partir de 1999 se estableció por la Oficina Regional de Educación para América Latina y el Caribe un programa de la red de liderazgo educativo para formar una masa crítica de profesionales de la educación, precursores en liderazgo transformacional. El artículo que se presenta tiene entre sus propósitos valorar las tendencias contemporáneas de la superación en liderazgo docente en Latinoamérica, así como de los principales (...)
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  23.  4
    Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  24.  2
    P. N. Murthy (1998). Leadership--A Comparative Study of Indian Ethos and Western Concepts. Journal of Human Values 4 (2):155-165.
    Of late, there has been a deep interest in the subject of cultures and group behaviours with large numbers of nations engaging in international trade and other kinds of interactions. While a large body of knowledge in this area is available about other nations, it is only recently that interest in the study of Indian ethos has received attention. This paper is one such attempt to identify the distinctive features of leadership in the Indian ethos and contrast it (...)
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  25.  3
    Mark A. Strong (2012). Maintaining Discipline in Detainee Operations: A Study in Small Unit Leadership and Ethical Behavior. Journal of Military Ethics 11 (4):363-364.
    . MAINTAINING DISCIPLINE IN DETAINEE OPERATIONS: A STUDY IN SMALL UNIT LEADERSHIP AND ETHICAL BEHAVIOR. Journal of Military Ethics: Vol. 11, No. 4, pp. 363-364. doi: 10.1080/15027570.2012.758409.
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  26. Lawrence A. Tomei, James A. Bernauer & Anthony Moretti (2016). Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix. Rowman & Littlefield Publishers.
    Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrix builds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, (...)
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  27. Heidi von Weltzien Høivik (2004). Learning Experiences From Designing and Teaching a Mandatory MBA Course on Ethics and Leadership. Journal of Business Ethics Education 1 (2):239-255.
    The paper describes the particular design of a mandatory course in business ethics for MBA students at the Norwegian School of Management. The title “Ethics, Values, and Integrity in Management” instead of “business ethics” was chosen on purpose in order to allow students—who all come with extensive job experience—to distinguish on their own between moral leadership and ethics management by the end of the course. The ultimate goal of the course is to help students understand the normative demands of (...)
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  28.  4
    Christine Harley, Louise Metcalf & Julia Irwin (2013). An Exploratory Study in Community Perspectives of Sustainability Leadership in the Murray Darling Basin. Journal of Business Ethics 124 (3):1-21.
    This article explores the emergence of leadership during implementation of a water saving initiative in the rural community surrounding Barren Box Swamp in the Murray Darling Basin, Australia. Qualitative data analysis indicated that the system elements affecting the type of leadership to emerge included the extent to which the groups were engaged in the process, the level of access to resources, and the level of investment in the outcomes of the project. Although these results reinforced key aspects of (...)
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  29.  15
    David Effelsberg, Marc Solga & Jochen Gurt (2014). Transformational Leadership and Follower’s Unethical Behavior for the Benefit of the Company: A Two-Study Investigation. Journal of Business Ethics 120 (1):81-93.
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  30.  15
    Conna Yang (2014). Does Ethical Leadership Lead to Happy Workers? A Study on the Impact of Ethical Leadership, Subjective Well-Being, and Life Happiness in the Chinese Culture. Journal of Business Ethics 123 (3):513-525.
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  31. B. Othanel Smith & Milton Otto Meux (1970). A Study of the Logic of Teaching.
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  32.  1
    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  33.  13
    Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.
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  34.  9
    Faramarz Ettehadieh (1998). Principle-Oriented Leadership: A Case Study of Ethics in Business. World Futures 52 (2):143-154.
    Four leadership styles are discussed: authoritarian, paternalistic, all?knowing, and manipulative. The drawbacks of each style are shown: they are hierarchical, with centralized structure and process, poorly adapted to contemporary society and the environment of business. In their place Principle?Oriented Leadership is suggested, at the same time effective and ethical, hallmarked by a search for values associated with unity, service, consultation, trustworthiness, and justice.
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  35.  18
    Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.
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  36.  6
    Stephenie M. Hewett (2005). The Use of Case Studies to Instruct Qualities of Leadership in a Character Education Program. Inquiry 24 (3):21-27.
    The case study method offers a hands-on inquiry based method for teaching leadership traits. With this in mind, the case study method is used to provide opportunities for middle school students to analyze a situation and the actions of the case study charactcrs and to identify leadership behaviors. The use of the case study method allows instructors to teach character education to this group of middle school students by promoting the use of critical (...)
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  37.  2
    Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin (1975). A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society. [REVIEW] Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  38.  3
    Christopher Rhodes (2006). The Impact of Leadership and Management on the Construction of Professional Identity in School Learning Mentors. Educational Studies 32 (2):157-169.
    This paper explores the perceptions of school learning mentors with respect to their professional development and emerging professional identity. Although tentative, the emergence of two distinct professional identities is reported in this study: first, an instrumental technical identity characterized by compliance; and second, a creative professional identity characterized by an active involvement in the creation of one’s own professionality. Emerging differences in identity appear to be influenced by feelings of security in school learning mentors’ role definition and sense of (...)
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  39.  3
    Mary Anne Heng & Colin J. Marsh (2009). Understanding Middle Leaders: A Closer Look at Middle Leadership in Primary Schools in Singapore. Educational Studies 35 (5):525-536.
    What is the nature of middle leadership in primary schools? What are middle leaders' understanding and experiences in leading learning and teaching? Set against the policy context of decentralised centralism in Singapore and an emerging worldwide trend of decentralisation as a means to encourage school‐based development and innovation, this study seeks to understand how a distributed perspective of leadership may be operationalised in schools. Middle leaders from 12 primary schools in Singapore who attended a full‐time programme (...)
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  40.  3
    Jane Coughlan & Stephen Swift (2011). Student and Tutor Perceptions of Learning and Teaching on a First‐Year Study Skills Module in a University Computing Department. Educational Studies 37 (5):529-539.
    The level of student preparedness for university?level study has been widely debated. Effective study skills modules have been linked to supporting students? academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first?year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students? and tutors? views diverge provide insights (...)
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  41. Rajib Lochan Dhar (2008). Leadership in the Management Institutes: An Exploration of the Experiences of Women Directors. Indo-Pacific Journal of Phenomenology 8 (2).
    As leadership is a key component in meeting the challenges of educational institutes, this study was designed to examine the challenges faced by the female leaders of the management institutes of Pune City, India. Data was collected using qualitative methods which included in-depth interviews with ten women directors. Analysis of the recorded data proceeded by means of a line by line microanalysis of the interviews, with the following five major themes emerging: (a) choosing teaching as a career, (...)
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  42. Louise T. Higgins & Kerry Sheldon (2001). Teaching of Mandarin in an English Comprehensive School: A Case Study. Educational Studies 27 (2):109-127.
    A group of English children in a rural comprehensive are learning Mandarin, taught by a Chinese teacher. This article describes the background to this development and follows three cohorts of students, giving the pupils' views about learning Chinese and why they chose it. As a psychologist who has interests in education and who is also a part-time student of Chinese, the author welcomed the chance to share the pupils' experience. In the final cohort, sensation-seeking tendencies and intellectual achievement responsibility were (...)
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  43. Francy Stewart Milner (2005). Teaching Ethics Leadership. In Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.), Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University
     
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  44. Athanasios Raftopoulos, Niki Kalyfommatou & Constantinos P. Constantinou (2005). The Properties and the Nature of Light: The Study of Newton's Work and the Teaching of Optics. Science and Education 14 (7-8):649-673.
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  45. Robert Phillips (1998). History Teaching, Nationhood and the State: A Study in Educational Politics. British Journal of Educational Studies 46 (4):458-460.
     
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  46.  2
    S. Banks (2009). From Professional Ethics to Ethics in Professional Life: Implications for Learning, Teaching and Study. Ethics and Social Welfare 3 (1):55-63.
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  47.  5
    John E. Maupin Jr & Rueben C. Warren (2012). Transformational Medical Education Leadership: Ethics, Justice and Equity—The U. S. Public Health Service Syphilis Study at Tuskegee Provides Insight for Health Care Reform. Ethics and Behavior 22 (6):501-504.
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  48.  13
    Monroe Beardsley & Elizabeth Beardsley (1944). Leadership and Isolation: A Study of Personality in Inter-Personal Relations. [REVIEW] Journal of Philosophy 41 (6):166-167.
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  49. Randy K. Yerrick, Jon E. Pedersen & Johanes Arnason (1998). “We're Just Spectators”: A Case Study of Science Teaching, Epistemology, and Classroom Management. Science Education 82 (6):619-648.
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  50.  4
    Daniel Solow & Joseph G. Szmerekovsky (2006). The Role of Leadership: What Management Science Can Give Back to the Study of Complex Systems. Emergence: Complexity and Organization 8 (4).
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