Search results for: Coaching
Page 3/5 43 items
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
This article aims to describe two studies that examined the effects of training and coaching on preservice teachers’ implementation of an intervention focused on teaching play to young children with disabilities. The results indicated that didactic training alone was not associated with changes in teacher behaviors. However, training plus coaching resulted in teachers’ increased use of the intervention package. Child pretend play behaviors also were examined in Study II and increased with the teachers’ high-fidelity use of the intervention.
Updated: Apr. 22, 2014
Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities
The present study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations. In addition, this study examined the effects of function-based interventions on students’ problem and replacement behaviors. Results indicated a functional relationship between coaching and an increase in teacher fidelity scores. Teachers generalized the strategies to other situations with the target students.
Updated: Feb. 19, 2014
The authors used advanced online Bug in Ear (BIE) technology as an approach to supervise and to provide 13 teachers in training with virtual coaching feedback online, in real-time, during their distant clinical experiences. The results confirmed that improvements in participants’ use of research-based instructional strategies were achieved, in part, through immediate virtual coaching feedback delivered from a distance, using advanced online BIE technology.
Updated: Jun. 25, 2013
This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Interviews were conducted between the spring of 2006 and spring of 2007 with nine current and former college coaches, two postsecondary specialists, and 30 high school seniors in two coach schools, which serve students who are predominantly African American or Latino and low-income.
Updated: Feb. 27, 2013
This study aimed to understand how new teachers experienced and perceived mentored induction and understand what aspects facilitated or impeded their learning. The participants were eight new teachers selected from two high-poverty, low performing Pre-K through eighth-grade schools in a metropolitan Midwestern public school system. The results indicate that new teachers found coaching to be a source of support and a resource for learning, and the new teacher were returning the following year and stated that they looked forward to continued work with their coaches. This study highlights that though emotional support and direct advice is appreciated, new teachers valued instructionally oriented, collaborative educative coaching.
Updated: Jan. 16, 2013