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1 – 10 of over 7000Steven Kickbusch and Nick Kelly
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…
Abstract
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 coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.
Findings
Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.
Practical implications
The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.
Originality/value
The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.
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Gwen Nugent, James Houston, Gina Kunz and Donna Chen
This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict…
Abstract
Purpose
This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.
Design/methodology/approach
Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.
Findings
Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.
Originality/value
The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.
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Maria Nicolaidou, Yiasemina Karagiorgi and Alexandra Petridou
The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the…
Abstract
Purpose
The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.
Design/methodology/approach
Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.
Findings
The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of the coaches, the establishment of trust as well as voluntary participation are required to enhance reflection towards action for school leaders.
Originality/value
This paper supports the importance of feedback-based group coaching as a developmental strategy for school leaders.
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Jonathan Passmore, Claudia Day and Qing Wang
The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced…
Abstract
Purpose
The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.
Design/methodology/approach
Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.
Findings
The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.
Originality/value
This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?
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Carol P. McNulty and LeAnne Ward Smith
The purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified…
Abstract
Purpose
The purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified outcomes. The SFBC approach emanated from the London-based organization BRIEF: The Centre for Solution Focused Practice (BRIEF, n.d.).
Design/methodology/approach
This qualitative study engaged ten participants in two SFBC sessions. In the first coaching session, participants identified a “preferred future” and described what would be happening when it came to fruition. Coaches employed SFBC elements such as the “miracle question,” scaling questions, descriptions of strengths and recognition of resources already in place (Iveson et al., 2012). In the second session, following coaching, participants shared their perceptions and experiences of the SFBC process.
Findings
All participants reported movement toward desired outcomes, and their perceptions of the SFBC process revealed five themes: an increase in positive emotion, enhanced self-efficacy, value in the co-construction of their preferred future, the coaching process as a catalyst for actualizing their preferred future and adoption of a solution-focused lens in other contexts.
Originality/value
This study answers the call for additional research in three areas: it provides data from completed SFBC sessions, examines participant follow-up on progress toward their preferred futures and provides insight regarding the coaching relationship dynamic. In addition, it provides qualitative findings for the SFBC approach, which have traditionally been dominated by quantitative results.
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Leticia Mosteo, Alexander Chekanov and Juan Rovira de Osso
The goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.
Abstract
Purpose
The goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.
Design/methodology/approach
Using thematic analysis on 197 semi-structured interviews of bank executives, the authors suggest an evidence-based sequential model on how the perceived value of the coaching process might be contingent on four elements.
Findings
As a result of the exploratory analysis, the authors’ suggest that the coach's guidance, coach's reliableness, coachee's willingness and coachee's self-awareness can determine the coachees' perceived effectiveness or usefulness from their coaching sessions.
Originality/value
There is little empirical data regarding the coachee's perceived value. The current study attempts to fill the gap in the existing literature by considering the coaching outcomes with particular regard to the executive's perceived value of coaching. This research adds to the literature on how to deliver effective coaching in organizations and provides empirical evidence to practitioners on how coachees perceive value from coaching.
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The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.
Abstract
Purpose
The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.
Methodology/approach
This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe® Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.
Findings
Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.
Practical implications
As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.
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This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate…
Abstract
Purpose
This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life.
Design/methodology/approach
An interpretivist research design was chosen to gather detailed information about the participants. Data were collected via a multi-method approach comprising participant observations, individual reflections and surveys amongst 18 students. Each method allowed the researcher to interpret the participants' perspectives of social reality.
Findings
The inductive analysis revealed three key themes related to the impact of coach training: a greater awareness of self, enhanced relationships with others and a renewed focus on the future. The findings also showed that coach training provided students with a goal-focussed, judgement-free strategy to address issues related to university stressors such as burnout.
Research limitations/implications
The conclusions drawn from the study are placed in the context of the wider coaching debate yet are not generalisable. They illustrate a strong link between coach training and the positive impact on the students increased sense of self, their renewed view of the world and how they want to engage with the training.
Practical implications
The results of this study highlight the need for further research into the impact of coaching and coach training initiatives on UKHEI students. The study also proposes that coaching strategies should be embedded into the curriculum to better prepare graduates to navigate the transition from university life to professional life.
Originality/value
This paper provides empirical evidence of the positive impacts of coach training on UKHEI students. This paper contributes to an understanding of coach training's potential impact on students' engagement in, and enjoyment of, the higher education learning journey. This paper also provides a foundation for future empirical research in this area.
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Jenni Jones and Helen A. Smith
The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level…
Abstract
Purpose
The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).
Design/methodology/approach
Two similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.
Findings
The two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.
Research limitations/implications
The research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.
Practical implications
The results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.
Originality/value
There are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.
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Maurissa Moore and David O'Sullivan
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a…
Abstract
Purpose
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.
Design/methodology/approach
This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.
Findings
1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.
Research limitations/implications
This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.
Practical implications
This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.
Originality/value
Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.
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