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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Risk Management; Decision Making; Educational Change; Adventure Education; Athletic Coaches; Educational Benefits; Research Needs; Coaching (Performance); Skill Development
Abstract:
Adventure sport coaches practice in environments that are dynamic and high in risk, both perceived and actual. The inherent risks associated with these activities, individuals' responses and the optimal exploitation of both combine to make the processes of risk management more complex and hazardous than the traditional sports where risk management is focused almost exclusively on minimization. Pivotal to this process is the adventure sports coaches' ability to make effective judgments regarding levels of risk, potential benefits and possible consequences. The exact nature of this decision making process should form the basis of coaching practice and coach education in this complex and dynamic field. This positional paper examines decision making by the adventure sports coach in these complex, challenging environments and seeks to stimulate debate whilst offering a basis for future research into this topic. (Contains 1 figure and 1 note.)
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Author(s): |
N/A |
Source: |
What Works Clearinghouse |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
High School Seniors; College Bound Students; Coaching (Performance); Intervention; College Applicants; Program Evaluation; Program Effectiveness; Scores; Grade 10; Academic Achievement; Control Groups; Enrollment; Evidence
Abstract:
"Late Interventions Matter Too--The Case of College Coaching in New Hampshire" examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and who had a tenth grade test score high enough to warrant applying to college. Study authors randomly assigned approximately 950 students from 12 New Hampshire high schools to receive the coaching program or be in the control group. The coaching program was implemented by volunteer college students, and provided in-person assistance with completing college application and financial aid forms, money to cover application fees, and a $100 cash incentive to participants for completing the college application process. Overall, students receiving the intervention had postsecondary enrollment rates that were four percentage points higher than students in the control group (43% versus 39%), but this difference was not statistically significant. However, study authors reported a statistically significant interaction between student gender and program participation: Women who participated in the program enrolled in postsecondary education at a rate that was 12 percentage points higher than women in the control condition (63% versus 51%). For men, the enrollment rates were essentially equal in the intervention and the control conditions. The portion of the study that estimates the impact of the coaching program on college enrollment meets What Works Clearinghouse evidence standards without reservations because it is a randomized controlled trial with no attrition. A more thorough review (forthcoming) will determine whether the follow-up findings for enrollment and the analyses of the impact of the program on enrollment for first-generation college students meet WWC evidence standards.
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Full Text (89K)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Coaching (Performance); Reciprocal Teaching; Leadership Training; Transformative Learning; Reflection; Medical Education; Fellowships; Faculty Development; Medical School Faculty; Experience; Diaries; Interviews; Surveys
Abstract:
Billions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The literature discusses coaching on specific skills in individual plans; research is lacking regarding coaching's value for the individual plan implementation process as a whole. In addition, there is scant literature concerning the use of reciprocal peer coaching in leadership development. This article presents the findings of research aimed at understanding the experience of individuals who completed a leadership development program, prepared individual leadership plans at completion, and then engaged in a process that included reciprocal peer coaching to help them implement their plans. The major contributions of the study concern the importance of the support structure provided, the nature of the benefits identified from giving as well as receiving coaching, and the specification of a transformational learning process regarding both the implementation of individual leadership plans and engagement in reciprocal peer coaching. While the study was conducted in a medical educational setting, the findings have implications for leadership development programs in other areas of education, as well as other organizational settings. (Contains 4 tables and 3 figures.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)
Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed.
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Coaching (Performance); Faculty Development; Researchers; Literacy; Professional Development; Partnerships in Education; Interviews; Vignettes; College School Cooperation; Discourse Analysis; Intervention; Expertise
Abstract:
In this article, the researchers use positioning theory and de Certeau's theoretical insights into cultural production in everyday life to examine how first-year literacy coaches negotiate issues of power, positioning, and identity during their professional development. Data were collected during a yearlong qualitative study of literacy coaches participating in a district-university partnership to provide professional development to first-year literacy coaches. The researchers used positioning analysis of three small stories drawn from interviews with literacy coaches and one vignette from a professional development session to investigate how the literacy coaches positioned themselves within the moral order of the district's literacy and professional development model. Findings demonstrate how the literacy coaches both shaped and were shaped by the institutional spaces through which they moved as they tactically negotiated conflicting expectations and discourses about coaching. These negotiations highlight the emotional nature of literacy coaches' work as they co-constructed their identities and negotiated understandings of how school spaces are used and the purposes of literacy coaching. The researchers argue that it is necessary to move beyond current conceptions of literacy coaching as a series of roles and tasks to recognize the complexities of literacy coaching and to offer more meaningful professional development for literacy coaches. (Contains 2 tables and 1 note.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Instructional Leadership; Teacher Leadership; Principals; Coaching (Performance); Teachers; Power Structure; Participative Decision Making; Context Effect; Educational Administration; Transformational Leadership
Abstract:
Purpose: The purpose of this article is to uncover what scholars know and do not know about instructional leadership, paying particular attention to what they have learned about how this work is done and where knowledge falls short. The author takes a first step at integrating three distinct literatures: (a) the traditional instructional leadership literature (centered primarily on the principal), (b) the teacher instructional leadership literature, and (c) the coach instructional leadership literature. Research Design: The author utilizes a distributed lens to examine the principal, teacher leader, and coach instructional leadership literatures. This lens illuminates what scholars know about instructional leaders in interaction with one another, their followers, and particular contexts as they work toward the improvement of teaching and learning. The author proposes that analyzing these three literatures together may allow scholars to apply findings from one research area to another, as well as to generate new knowledge around how leaders improve instruction. Conclusions: An integrated, comprehensive understanding of what scholars do and do not know about instructional leadership can begin to shape future studies that will address existing shortcomings around the "how" of leadership that emerge across these literatures. (Contains 3 notes.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Intervention; Behavior Problems; Parent Education; Child Behavior; Child Rearing; Empathy; Preschool Children; Coaching (Performance); Emotional Response; Self Control; Clinics; Parent Child Relationship; Observation; Statistical Analysis; Outcomes of Treatment
Abstract:
This study evaluated a 6-session group parenting program, "Tuning into Kids" (TIK), as treatment for young children (aged 4.0-5.11 years) with behavior problems. TIK targets parent emotion socialization (parent emotion awareness, regulation and emotion coaching skills). Fifty-four parents, recruited via a child behavior clinic, were randomized into intervention (TIK) or waitlist (clinical treatment as usual). Parents reported emotion awareness/regulation, emotion coaching, empathy and child behavior (pre-intervention, post-intervention, 6-month follow-up); teachers reported child behavior and observers rated parent-child emotion coaching and child emotion knowledge (pre-intervention, follow-up). Data were analyzed using growth curve modeling and ANCOVA. Parents in both conditions reported less emotional dismissiveness and reduced child behavior problems; in the intervention group, parents also reported greater empathy and had improved observed emotion coaching skills; their children had greater emotion knowledge and reduced teacher-reported behavior problems. TIK appears to be a promising addition to treatment for child behavior problems.
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