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Showing 46 to 60 of 62 results Save | Export
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Stoetzel, Lindsay; Taylor-Marshall, Sandra – International Journal of Mentoring and Coaching in Education, 2022
Purpose: Across K-12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts. Design/methodology/approach: This case…
Descriptors: Coaching (Performance), Educational Change, Professional Development, Beliefs
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Craig, Stephanie Lynn; Smith, Sean J.; Frey, Bruce B. – International Journal of Mentoring and Coaching in Education, 2022
Purpose: This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide. Design/methodology/approach: This mixed-methods study compared the impact of an instructional…
Descriptors: Coaching (Performance), Access to Education, Curriculum Implementation, Faculty Development
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Brevik Saethern, Beate; Glømmen, Anne Margrethe; Lugo, Ricardo; Ellingsen, Pål – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway. Design/methodology/approach: The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic…
Descriptors: Student Experience, Academic Achievement, Coaching (Performance), Foreign Countries
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Millar, Victoria; Hobbs, Linda; Speldewinde, Christopher; van Driel, Jan – International Journal of Mentoring and Coaching in Education, 2022
Purpose: Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls' STEM participation. In Australia, a number of these initiatives have…
Descriptors: Mentors, Females, STEM Education, Identification (Psychology)
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Dille, Karen Birgitte – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools. Design/methodology/approach: Constant…
Descriptors: Electronic Learning, Faculty Development, Mentors, Foreign Countries
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Karathanos-Aguilar, Katya; Ervin-Kassab, Lara – International Journal of Mentoring and Coaching in Education, 2022
Purpose: A growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development.…
Descriptors: Team Teaching, Cooperating Teachers, Faculty Development, Preservice Teacher Education
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Warnock, Jennifer Marie; Gibson-Sweet, Monica; van Nieuwerburgh, Christian J. – International Journal of Mentoring and Coaching in Education, 2022
Purpose: Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the…
Descriptors: Coaching (Performance), Faculty Development, Secondary School Teachers, Foreign Countries
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Visnjic Jevtic, Adrijana; Rogulj, Edita – International Journal of Mentoring and Coaching in Education, 2022
Purpose The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students. Design/methodology/approach: Through the…
Descriptors: Foreign Countries, Preservice Teachers, Early Childhood Education, Mentors
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Cash, Anne Henry; Dack, Hilary; Leach, William – International Journal of Mentoring and Coaching in Education, 2022
Purpose: For preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014).…
Descriptors: Preservice Teachers, Coaching (Performance), Feedback (Response), Student Teaching
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Irby, Beverly J.; Pashmforoosh, Roya; Tong, Fuhui; Lara-Alecio, Rafael; Etchells, Matthew J.; Rodriguez, Linda; Prickett, Christopher; Zhao, Yingying – International Journal of Mentoring and Coaching in Education, 2022
Purpose: This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders…
Descriptors: Communities of Practice, Computer Mediated Communication, Internet, Mentors
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Bennett, Paul Nathan – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The purpose of this study was to explore how teacher coaching was implemented across eight schools. Design/methodology/approach: A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case…
Descriptors: Program Implementation, Coaching (Performance), Foreign Countries, Communities of Practice
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Hollweck, Trista; Lofthouse, Rachel M. – International Journal of Mentoring and Coaching in Education, 2021
Purpose: The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement. Design/methodology/approach: The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in…
Descriptors: Educational Improvement, Teacher Collaboration, Coaching (Performance), Professionalism
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Kickbusch, Steven; Kelly, Nick – International Journal of Mentoring and Coaching in Education, 2021
Purpose: The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning. Design/methodology/approach: Two…
Descriptors: Coaching (Performance), Faculty Development, Instructional Design, Preservice Teachers
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Higgins, Joanna; Parsons, Ro – International Journal of Mentoring and Coaching in Education, 2021
Purpose: Instructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's…
Descriptors: Coaching (Performance), Mathematics Education, Educational Change, Foreign Countries
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Furman, Melina; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia – International Journal of Mentoring and Coaching in Education, 2021
Purpose: The study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses. Design/methodology/approach: The authors conducted an experimental study. A total of 59 seventh-grade classrooms from a…
Descriptors: Institutional Characteristics, Differences, Socioeconomic Status, Foreign Countries
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