International Journal of Mentoring and Coaching in Education: Volume 11 Issue 4

Students' experiences of academic coaching in Norway: a pilot study

Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo, Pål Ellingsen

The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.

Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles

Virginia Snodgrass Rangel, Jerrod A. Henderson, Victoria Doan, Rick Greer, Mariam Manuel

The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles…

An online teacher professional development programme as a boundary artefact for new school-based mentors

Karen Birgitte Dille

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…

Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”

Victoria Millar, Linda Hobbs, Christopher Speldewinde, Jan van Driel

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…

Effects of coaching on Universal Design for Learning implementation

Stephanie Lynn Craig, Sean J. Smith, Bruce B. Frey

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…

Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers

Samantha T. Hope, Lisa M. Abrams, David T. Marshall

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools…

Coaching for change: redefining the concept of change within a practice-based coaching model

Lindsay Stoetzel, Sandra Taylor-Marshall

Across K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student…