International Journal of Mentoring and Coaching in Education最新文献

{"title":"Effects of coaching on Universal Design for Learning implementation","authors":"S. Craig, Sean J. Smith, B. Frey","doi":"10.1108/ijmce-01-2022-0001","DOIUrl":"https://doi.org/10.1108/ijmce-01-2022-0001","url":null,"abstract":"PurposeThis 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/approachThis mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.FindingsThe results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.Research limitations/implicationsOne limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.Originality/valueThis study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44561524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual mentoring and coaching for school leaders participating in virtual professional learning communities","authors":"Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett, Yingying Zhao","doi":"10.1108/ijmce-06-2021-0072","DOIUrl":"https://doi.org/10.1108/ijmce-06-2021-0072","url":null,"abstract":"PurposeThis 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 within VPLCs.Design/methodology/approachThe authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.FindingsAn in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.Practical implicationsVMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.Originality/valueKey steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44486837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”","authors":"Victoria Millar, L. Hobbs, Christopher Speldewinde, J. V. van Driel","doi":"10.1108/ijmce-11-2021-0100","DOIUrl":"https://doi.org/10.1108/ijmce-11-2021-0100","url":null,"abstract":"PurposeGirls 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 emphasised role models and mentors. This paper seeks to understand the influence of role models and mentors on girls’ STEM identities.Design/methodology/approachThis paper presents qualitative research undertaken with STEM experts into the influences on girls’ STEM identities. Data were collected through three phases involving semi-structured interviews, a forum and focus groups. Thematic analysis identified the importance of mentoring and role modelling in shaping girls’ STEM participation and identities.FindingsThis paper provides a basis for rethinking how and when role models and mentors can assist girls in making decisions about STEM. In particular, it reveals the need for role models and mentors to consider the role of relatability in developing girls’ STEM identities and the need to do this at multiple points throughout girls’ lives.Originality/valueThis article captures the perspectives of multiple experts involved in a variety of STEM professions on the topic of how mentors and role models can influence girls to consider STEM professions. Utilising the concept of identity, this paper sheds new light on girls’ interactions with role models and mentors and the value of storying in role modelling and mentoring relationships as an important component of girls’ identity work in relation to STEM.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An online teacher professional development programme as a boundary artefact for new school-based mentors","authors":"K. Dille","doi":"10.1108/ijmce-11-2021-0105","DOIUrl":"https://doi.org/10.1108/ijmce-11-2021-0105","url":null,"abstract":"PurposeThe 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/approachConstant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.FindingsThe findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.Originality/valueThis study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46689500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' experiences of academic coaching in Norway: a pilot study","authors":"Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo, P. Ellingsen","doi":"10.1108/ijmce-07-2021-0077","DOIUrl":"https://doi.org/10.1108/ijmce-07-2021-0077","url":null,"abstract":"PurposeThe purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.Design/methodology/approachThe 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 strategy to identify, organise and find patterns or themes that emerged from the data.FindingsThe findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies.Research limitations/implicationsThe findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings.Originality/valueThis article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles","authors":"V. Rangel, J. Henderson, Victoria Doan, R. Greer, Mariam Manuel","doi":"10.1108/ijmce-11-2021-0103","DOIUrl":"https://doi.org/10.1108/ijmce-11-2021-0103","url":null,"abstract":"PurposeThe 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 varied across three sites and to explain those differences.Design/methodology/approachThe authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.FindingsThe authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.Research limitations/implicationsThe authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment.Practical implicationsThe authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees.Originality/valueThis study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The perceived benefits of instructional coaching for teachers","authors":"Jennifer Marie Warnock, M. Gibson‐Sweet, Christian J. van Nieuwerburgh","doi":"10.1108/ijmce-01-2021-0030","DOIUrl":"https://doi.org/10.1108/ijmce-01-2021-0030","url":null,"abstract":"PurposeCoaching 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 teachers themselves.Design/methodology/approachThe study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006).FindingsThe research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity.Research limitations/implicationsFindings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature.Practical implicationsIn practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice.Originality/valueThis paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48993775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining coaches’ feedback to preservice teacher candidates on a core practice","authors":"A. Cash, Hilary Dack, W. Leach","doi":"10.1108/ijmce-06-2021-0068","DOIUrl":"https://doi.org/10.1108/ijmce-06-2021-0068","url":null,"abstract":"PurposeFor 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). Understanding such variation in the content and process for providing feedback to PSTs is important in evaluating and improving feedback effectiveness for amplifying their learning.Design/methodology/approachThe authors studied feedback provided by coaches in response to a video of a sample PST’s lesson. The authors examined the extent to which coaches’ feedback targeted the core practice of eliciting student thinking and whether this was associated with their assigned PSTs’ instructional practices during student teaching. The authors also questioned whether this aspect of coach feedback could be changed in response to professional development.FindingsThe results provide preliminary evidence that coaches vary in the extent to which they focus feedback on a particular practice, even when directed to do so. Moreover, when coaches provide focused feedback on a core practice, the PSTs that they coach use the core practice during student teaching. Further, coaches’ feedback can be improved through professional development.Originality/valueThis study contributes to a limited evidence base examining the association between feedback and PSTs’ observed practice. It also establishes that coach feedback can be improved with professional development. The authors discuss these results in the context of documenting and improving teacher preparation.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45627825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The implementation of teacher coaching across eight New Zealand schools in a Kāhui Ako/Community of learning: a multiple case study","authors":"P. Bennett","doi":"10.1108/ijmce-09-2021-0090","DOIUrl":"https://doi.org/10.1108/ijmce-09-2021-0090","url":null,"abstract":"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 study framework in order to investigate three research questions.Findings The findings indicate coaching has the potential to provide schools with a professional learning approach that allows staff to explore a wide variety of challenges of practice. However, inconsistencies in perceptions, staffing and coach development mean positive outcomes for students may not be guaranteed.Research limitations/implications One limitation of this study is that it provides a snapshot of teacher coaching in relation to a specific group of schools in a constantly changing New Zealand context.Practical implications School leaders implementing teacher coaching programmes are encouraged to consider how they will evaluate whether their programmes are changing teachers’ practice and improving outcome for students. School leaders should also plan how to manage changes in personnel.Social implications The findings show the concept of teacher coaching is a social construct influenced by the unique environmental context and individual perceptions of those involved, leading to variations in its application.Originality/value This study provides new knowledge in relation to the challenges that can be experienced when implementing teacher coaching across a community of schools.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students","authors":"Adrijana Višnjić Jevtić, Edita Rogulj","doi":"10.1108/ijmce-03-2021-0048","DOIUrl":"https://doi.org/10.1108/ijmce-03-2021-0048","url":null,"abstract":"PurposeThe 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/approachThrough the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.FindingsThe results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.Originality/valueAn approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45198300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}