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The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice.

Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift.

Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful.

Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance.

–LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes.

This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

This paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

This study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.

This paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.

The findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.

The findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.

This paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines.

The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords.

Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity.

The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research.

The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research.

By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

The aim of this paper is to demonstrate how a grounded theory method applied to a case study within a particular industrial context can be used to derive a substantive model of the practice of capital budgeting and contribute to an understanding of contextual elements that affect investment decisions. This study aims to examine how the investment decision to acquire aircraft, strategic core assets, is made by small players within an industry that is small by world standards, Australian regional aviation.

This research adopts a grounded theory approach to the case study. Primary data were collected using questionnaires, semi‐structured and open‐ended interviews. Secondary data comprised pro‐forma aircraft lease contracts and information from a law firm. Consistent with grounded theory, qualitative research mining software (Leximancer) was used to facilitate initial analyses of data and understanding of decision factors and their relationships. The model was derived, refined and confirmed using data from follow‐up unstructured interviews.

This research within a specific industrial context finds that a substantive model derived through a grounded theory approach provides an understanding of the richness of the investment scenario and the decision factors considered in the capital budgeting decision. Reflection on such narrow industrial findings in terms of existing theories provides insight into the reasons for the gap between practice and theory.

This research is original in that it employs a grounded theory approach, which has received little attention within prior literature, to derive a substantive model based on industrial practice of managers who are instrumental in and responsible for a capital budgeting decision. Such an alternative approach to modelling is of value in bridging the gap between practice and theory. Substantive models produced for different industries or contexts can be compared and similarities refined into a theory that is grounded in practice. Dissimilarities may provide valuable insights into variables and processes that are unique to particular contexts.

This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.

This study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.

Using a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.

Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.

This study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.

Based on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.

Given the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.

Currently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.

The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs.

The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs.

In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee.

In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

This paper is concerned with what intensive family intervention professionals reveal to the parents with whom they work about whether they themselves are parents or not, as a form of professional self-disclosure in child welfare work. This paper also addresses the act of lying in professional self-disclosure.

The paper draws on material from a series of narrative interviews completed with practitioners from one family intervention programme in an English local authority as part of a study looking at how children’s services professionals experience the suffering of parents. The study was based on a psychoanalytically informed methodological approach, which is represented in the analysis provided in the paper.

The overall team ethos regarding parental status disclosure is considered briefly first then two participants’ accounts are explored in depth. These involved, what can be considered as, questionable or unorthodox stances regarding parental status disclosure (and self-disclosure more generally). The exploration illustrates the role that practitioners’ personal lives and histories can play in influencing how the act of professional parental status disclosure is experienced and how particular positions are invested in regarding the role of self-disclosure in working relationships with parents.

Child welfare and family intervention professionals are often asked personal questions by the parents and carers they work with, including questions about whether they are a parent or not. These questions can be difficult to answer and there is a need for dedicated empirical analysis into the ways in which professionals experience, think about and respond to them and what they disclose about themselves when working with families.