Search results for: Coaching
Page 2/4 38 items
In this article, the authors focused on observed and perceived feedback on practice among teachers, who participated in a peer coaching program. The authors focused on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. The results showed that the elements of the peer coaching program were proven as an effective professional development activity: watching video excerpts, asking open-ended, solution-focused questions, acknowledging coached teachers, and helping them to tackle their goals were confirmed as parts of an effective feedback environment.
Updated: Nov. 07, 2016
In this article, the authors analyze the daily roles of literacy coaches in three schools in one urban US school district. The authors explore how coaches’ responsibilities are shaped by the everyday realities of their school contexts. Further, they discuss how coaches manage those realities through the relationships that they build.
Updated: Sep. 28, 2016
The purpose of this review was to systematically identify and analyze relevant scholarly sources that represent existing research on mentoring in educational development, i.e. in relation to practices, processes and effects of mentoring for university teaching. The findings reveal that The findings reveal that there was a lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies.
Updated: Aug. 31, 2016
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
This article examines the effect of a National Writing Project professional development model on a group of middle school writing teachers. Specifically, the authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The findings reveal that through participating in the literacy academies, these teachers appear to have revived their interest in teaching and gained confidence in their expertise. The authors find that activities with more positive structural features tend to provide professional development with more positive core features, which in turn tend of produce more positive teacher outcomes.
Updated: Jun. 15, 2016
This article reports on a case study of a school that had ongoing coaching for up to six years. The study focused on coachees’ perspectives, in particular what factors allowed them to achieve their set coaching goals. The investigation into longitudinal coaching (one to six years) indicated how coaches positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. A key finding was that coaching goals were deemed attainable when they aligned with coachees’ specific focus, which was reflected by the six core themes that emerged: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. The seventh theme (temporality) indicated that over time coachees’ dominant concerns shifted to become less of a focus with other overriding needs emerging.
Updated: Mar. 08, 2016
This paper examines seven literacy coaches’ digital note-taking practices using mobile technology and their influence on reflective practice. The study investigated the coaches’ transition from note-taking by paper and pencil to the note-taking application Evernote. Findings suggest that successful integration and future acceptance of mobile technology for reflective practices depends not only on its usability, but also on the types of professional development provided to the user.
Updated: Nov. 10, 2015
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015
In this article, the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. The article describes the following roles that include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent.
Updated: Dec. 22, 2014
This article describes a study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions.
Updated: Jun. 24, 2014