scholarly journals Challenges for the Theory and Practice of Business Coaching

2016 ◽  
Vol 15 (4) ◽  
pp. 459-486 ◽  
Author(s):  
Anna Blackman ◽  
Gianna Moscardo ◽  
David E. Gray
Keyword(s):  
Human Resource Development ◽  
Empirical Research ◽  
Theory And Practice ◽  
Theoretical Development ◽  
Research Gaps ◽  
Systematic Review Methodology ◽  
Business Coaching ◽  
Effective Coaching ◽  
Coaching Effectiveness ◽  
Development Practice

Until recently, there has been little published systematic empirical research into business coaching. This article reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes, and outcomes. The present article identifies a significantly larger body of empirical research than covered in previous reviews and uses a Systematic Review methodology (SRm) to conduct a comprehensive review of the available empirical evidence into business coaching effectiveness focusing on implications for theoretical development, practice (within human resource development) and further research in this area. This review identifies convergence around factors that contribute to perceived effective coaching practice but nevertheless highlights a number of issues to be resolved in further research. These include determining the primary beneficiaries of coaching, the factors that contribute to coach credibility, and how the organizational and social context impacts on coaching. Weaknesses in coaching research methodology and research gaps are also noted.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Integration of refugees in rural areas and the role of the receiving society: conceptual review and analytical framework

Erdkunde ◽  
2021 ◽  
Vol 75 (1) ◽  
pp. 51-60
Author(s):  
Birgit Glorius ◽  
Miriam Bürer ◽  
Hanne Schneider
Keyword(s):  
Empirical Research ◽  
Rural Areas ◽  
Analytical Framework ◽  
Research Gaps ◽  
Migration Research ◽  
Local Integration ◽  
Research Gap

Research on integration processes of migrants has until recently remained on geographical levels of observation which are not apt to reveal and explain the variety of local integration trajectories. Furthermore, most research has focused on the role of migrants within these processes, while the attitudes and behaviours of the receiving society have been rarely addressed. This research gap concerns in particular rural areas since those areas have been widely left out of migration research. This article addresses those research gaps and develops a concept for the empirical research of local receptivity processes.

Crossing the sea from They to We? The unfolding of knowing and practising in collaborative research

2012 ◽  
Vol 43 (4) ◽  
pp. 443-459 ◽  
Author(s):  
Javier Marcos ◽  
David Denyer
Keyword(s):  
Competitive Advantage ◽  
Collaborative Research ◽  
Knowledge Integration ◽  
Theory And Practice ◽  
Theoretical Development ◽  
Management Research ◽  
Ongoing Debate ◽  
Business Services ◽  
Institutional Pressure ◽  
Research Findings

This article addresses how knowing and practising unfolds in collaborative research amongst practitioners from a large consulting and business services group and academics from a UK School of Management. Dialogue enabled actors to cross between theory and practice by providing a ‘space’ for support, challenge, exchange and experimentation. However, this ‘space’ was fragile and the insensitive actions of one individual, driven by institutional pressure to exploit the project for competitive advantage, resulted in withdrawal and the re-establishment of traditional divisions. Our view is that collaborative research is not necessarily an exercise in producing, transferring and implementing research findings but is better thought of as knowledge integration through a dialogue of theory and practice. The article contributes to the ongoing debate about the relevance of management research and the theoretical development of knowledge co-production.

scholarly journals DIAGNOSTICS OF COMMUNICATIVE LEARNING ACTIVITIES AMONG STUDENTS OF EARLY SCHOOL AGE WITH MILD INTELLECTUAL DISABILITIES

2021 ◽  
Vol 57 (3) ◽  
pp. 27-37
Author(s):  
T.A. Shkerina ◽  
◽  
A.V. Zharova ◽  
V.S. Rozinkevich ◽  
K.T. Filippova ◽  
...  
Keyword(s):  
General Education ◽  
Intellectual Disabilities ◽  
Theory And Practice ◽  
Learning Activities ◽  
Theoretical Development ◽  
School Age ◽  
Early School ◽  
Early School Age ◽  
Students With Intellectual Disabilities ◽  
Basic Learning

Statement of the problem. In terms of the concept of development of education for students with disabilities for the period of 2020-2030 and according to the Federal State Educational Standard for students with intellectual disabilities, the harmonious development of both academic educational results and life competence necessary for a student with special educational needs in various social situations is declared one of the main strategic directions for the development of children of early school age. The Basic Learning Action Program (BLAP), as a structural element of the Federal Standard, does not contradict the indicated idea and aims not only at the formation and development of mentally retarded students, but also at ensuring the conditions for their socialization, including their life competence development. The analysis of educational theory and practice made it possible to distinguish a contradiction between the development of the basic provisions of active and differentiated approaches and the insufficient theoretical development of the criteria and levels of formation of communicative learning activities (CLA) of students of early school age with mild mental retardation in order to form the phenomenon under research. The problem solved in the article is the search for theoretical grounds for revealing the essence, structure of CLA of students of early school age with a mild degree of intellectual disabilities in order to develop the diagnostics of the phenomenon under research. The purpose of the article is to disclose the essence, structure of CLA of students of early school age with mild intellectual disabilities; to identify and characterize formation levels of the investigated phenomenon in order to develop diagnostics of CLA formation in the context of the research subject. Methodology (materials and methods) is based on the active and differentiated approaches to education of students with intellectual disabilities; analysis of official documents, scientific psychological and pedagogical literature on the problem of development of basic learning activities in students with intellectual disabilities. Research results. Based on the analysis of scientific works of Russian and foreign researchers and the regulatory and legal framework, the essence and structure of CLA of students of early school age with mild intellectual disabilities was revealed; minimum evaluation and diagnostic map of formation of the investigated phenomenon has been developed; variable communicative situations in which CLA of students of early school age with mild intellectual disabilities are manifested and formed are identified. Conclusion. The developed diagnosis of CLA of students of primary school age with intellectual disabilities will allow tracking their dynamics and making timely adjustments in the organization and implementation of their formation at the level of primary general education and with appropriate modification actions at subsequent educational levels.

Current Trends in Practicing Leadership

2020 ◽  
pp. 137-165
Author(s):  
Deniz Palalar Alkan ◽  
Ayşegül Özbebek Tunç
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Harvard Business Review ◽  
Theory And Practice ◽  
Theoretical Development ◽  
Leadership Studies ◽  
Related Literature ◽  
Current Trends ◽  
Current Leadership ◽  
Organizational Leader

There is a growing body of theoretical and practical studies conducted on a variety of subjects under the multifaceted leadership concept. In this chapter, the authors first explain recently discussed concepts in the Leadership Quarterly by category (leader, contingency, outcome, and leadership development) and subcategory (traits; leader-subordinate interaction, leadership style, organizational; leader, followers, organizational), explore current leadership trends at practice by analyzing Harvard Business Review articles, and then compare them. The essential objective of this chapter is to explore the current trends emerging from real business life in comparison to theoretical development in the leadership field and to highlight common concepts coming from the theory and practice of leadership. From this aspect, this chapter may provide a basis for comparative leadership studies and contribute to the related literature and practical studies. The strength of this study is to present a comparison between current theoretical and practical leadership trends by conducting a content analysis.

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

2019 ◽  
Vol 8 (2) ◽  
pp. 262-285 ◽  
Author(s):  
Gregory A. Cranmer ◽  
Ryan J. Gagnon ◽  
Joseph P. Mazer
Keyword(s):  
Student Athletes ◽  
Cognitive Learning ◽  
Division I ◽  
Cognitive Responses ◽  
Head Coach ◽  
High School Athletes ◽  
Skill Sets ◽  
Effective Coaching ◽  
Coaching Behavior ◽  
Coaching Effectiveness

Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.

Empirical Research in REBT Theory and Practice

2019 ◽  
pp. 101-119 ◽  
Author(s):  
Daniel O. David ◽  
Mădălina Sucală ◽  
Carmen Coteț ◽  
Radu Șoflău ◽  
Sergiu Vălenaș
Keyword(s):  
Empirical Research ◽  
Theory And Practice
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