Relevant bibliographies by topics / Coach and teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coach and teacher'

Author: Grafiati
Published: 28 May 2022
Last updated: 30 May 2022

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Journal articles on the topic "Coach and teacher"

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Figone, Albert J. "Teacher-Coach Burnout." Journal of Physical Education, Recreation & Dance 57, no. 8 (1986): 58–61. http://dx.doi.org/10.1080/07303084.1986.10609448.

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Horton, Patricia, William Horton, and Rick Amundson. "Fairplay Teacher Or Coach?" Strategies 3, no. 1 (1989): 15–19. http://dx.doi.org/10.1080/08924562.1989.10591701.

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "A comparative analysis of physical education and non-physical education teachers who coach high school sport teams." International Journal of Sports Science & Coaching 12, no. 5 (2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.
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Jakopovic, Paula M. "Coaching to develop teacher professional noticing: planning with students and mathematics in mind." International Journal of Mentoring and Coaching in Education 10, no. 3 (2021): 339–54. http://dx.doi.org/10.1108/ijmce-10-2020-0064.

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PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.
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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "Profiling the Canadian High School Teacher-Coach: A National Survey." International Sport Coaching Journal 3, no. 2 (2016): 145–55. http://dx.doi.org/10.1123/iscj.2015-0110.

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Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.
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Fagell, Phyllis L. "Career Confidential: Teacher feels micromanaged." Phi Delta Kappan 101, no. 2 (2019): 68–70. http://dx.doi.org/10.1177/0031721719879162.

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A teacher feels that the principal is micromanaging, without any clear reason why. An instructional coach believes that teachers resent being assigned to receive coaching. A principal struggles to give teachers honest feedback about how they can improve.
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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (2020): 31–39. http://dx.doi.org/10.54090/mu.3.

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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).
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Rosenburg, Danny, and Willis McAleese. "Fairplay: The Teacher/Coach Role Conflict." Strategies 1, no. 5 (1988): 15–25. http://dx.doi.org/10.1080/08924562.1988.10591624.

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Manchey, Theresa. "The English Teacher as Debate Coach." English Journal 75, no. 1 (1986): 46. http://dx.doi.org/10.2307/816544.

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Richards, K. Andrew R., Thomas J. Templin, Chantal Levesque-Bristol, and Bonnie Tjeerdsma Blankenship. "Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers." Journal of Teaching in Physical Education 33, no. 3 (2014): 383–402. http://dx.doi.org/10.1123/jtpe.2013-0159.

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The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching teachers from core (e.g., mathematics, language arts) and noncore (e.g., physical education, music) subjects. Analyses were conducted using 2 × 2 (coaching status × subject affiliation) Factorial ANOVAs. While some group differences are highlighted, overall the results suggest that there are more similarities than differences among teacher/coaches and noncoaching teachers. These findings suggest that it is not safe to assume that dual role teacher/coaches will always experience more role stress and burnout than noncoaching teachers. Additional research is needed to more fully understand the implications of being a dual role teacher/coach.
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Dissertations / Theses on the topic "Coach and teacher"

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Lefsky, Evan Brian. "Relationship of teacher change to frequency of teacher interaction with a reading coach." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009220.

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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.

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Syverson, Alison Rollins. "Impact of the Mathematics Curriculum Coach on Teacher Instructional Practice and Teacher Self-Efficacy." Thesis, Gardner-Webb University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810108.

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This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice.

School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.

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Wygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.

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Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers.
Ed. D.
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Hobor, Gloria Argenti. "Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294.

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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Morman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.

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Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who had partnered with literacy coaches were selected as participants. Qualitative data were collected from the participants through in-depth interviews and a researcher-created, open-ended questionnaire. The interviews allowed for probing questions, and the questionnaires provided time for detailed reflections on the part of participants. Qualitative data were analyzed to determine coding categories, and consistent with Knowles adult learning theory, prominent themes regarding self-direction and relevancy of learning emerged. Results indicated that the teachers believed literacy coaches to have a positive impact on their pedagogical growth, but current methods provided inadequate clarity about the coaching model to be relevant to teachers. Based on the results, professional development sessions were designed to support teacher-coach partnerships which will benefit students, teachers, coaches, and administrators by providing a collaborative foundation to promote student success.
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Braswell, Ray. "Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football Coaches." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332045/.

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The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.
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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.
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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).
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Books on the topic "Coach and teacher"

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Johnson, Connie. Practical basketball for teacher and coach. Stipes Publishing Co., 1989.

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Grisham, John. Der Coach: Roman. Heyne, 2003.

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Bonnie, Mackey, ed. Collaborating for real literacy: Librarian, teacher, literacy coach, and principal. Linworth, an Imprint of ABC-CLIO, LLC, 2013.

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Kleinfelter, Eileen Rose. The perceptions of female high school varsity basketball players toward their coach, and their gender preference for a basketball coach. Microform Publications, College of Human Development and Performance, University of Oregon, 1985.

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Ten traits of highly effective teachers: How to hire, coach, and mentor successful teachers. SAGE, 2001.

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Morel, Nina. Learning from coaching: How do I work with an instructional coach to grow as a teacher? ASCD, 2014.

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What a coach can teach a teacher: Lessons urban schools can learn from a successful sports program. P. Lang, 2009.

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Saving the school: The true story of a principal, a teacher, a coach, a bunch of kids, and a year in the crosshairs of education reform. Penguin Press, 2012.

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Heidelberg), AIESEP World Conference (1986 Universität. The Physical education teacher and coach today =: Sportlehrer und Trainer heute : Bericht über den AIESEP-Weltkongress vom 22.-26. August 1986 anlässlich der 600-Jahrfeier der Universität Heidelberg. Sport und Buch Strauss, 1987.

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McEwan, Elaine K. 10 traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Corwin Press, 2002.

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Book chapters on the topic "Coach and teacher"

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Wood, Keith, and Saratha Sithamparam. "Roles of teacher, researcher, facilitator, coach." In Changing Teaching, Changing Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-7.

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de Sitter, W. R. "Kapteyn and de Sitter; A Rare and Special Teacher-Student and Coach-Player Relationship." In The Legacy of J.C. Kapteyn. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-9864-9_4.

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Chase, Catherine C., Jenna Marks, Deena Bernett, Melissa Bradley, and Vincent Aleven. "Towards the Development of the Invention Coach: a Naturalistic Study of Teacher Guidance for an Exploratory Learning Task." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_61.

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St. Peter, Richard. "Teaching the Coach, Coaching the Teacher." In Teacher Representations in Dramatic Text and Performance. Routledge, 2019. http://dx.doi.org/10.4324/9780429276835-10.

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"A mentor, a coach, a teacher." In Mentoring preservice teachers through practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315520537-3.

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Breaux, Annette, and Todd Whitaker. "Teach Like a Great Coach." In 75 Ways to Be a Better Teacher Tomorrow. Routledge, 2018. http://dx.doi.org/10.4324/9780429431647-66.

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Favaretto, Alida, Iola De Monte, and Carmela Billotta. "Role Teacher." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch047.

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The ROLE TEACHER project (“The New Role of the Teacher in Competence Based Education”) has mainly dealt in the important subject of the teachers’ in/-training needed to conform to the European standards in educational matters. The promoters have sought to voice clear concepts relevant to the new role of the teachers in relation to their competences and strategies to be used for achieving successful changes in their job. In the two years’ life of the project (2009/2011), six meetings have taken place in the five partner countries (Poland, Finland, Hungary, Italy, Scotland) on the following topics: presentation of the educational context and goals from each partner, the teachers’ competences needed for an effective performance, the teacher as a coach and specialist, the teacher as a professional, and dissemination of the project.
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Keith, Karin J., LaShay Jennings, and Renee Moran. "Coaching as a Grass Roots Effort for Building Leadership Capacity." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch011.

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Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of coaching is presented as well as how the coach can facilitate activities that transform the culture of the school. In the model presented, the coach's agency influenced teachers to systematically inquire into their own teaching practices, regularly use data to drive instructional decisions, and reflect upon their decision making practices in ways that promoted literacy growth and success for all stakeholders. The agency included coaching roles of resource provider, data coach, demonstrator of classroom practices, observer of classroom practices, and job-embedded professional development. Additionally, the literacy coach served as a change agent and built teacher capacity taking on these roles.
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"Activate the VECTOR." In Implementing a Virtual Coaching Model for Teacher Professional Development. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7522-2.ch004.

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ACTIVATE is the acronym that represents eight different qualities or characteristics of an effective virtual coach. This chapter describes each of these qualities and provides research for establishing each quality as an important characteristic for a virtual coach. Additionally, the authors provide examples where these qualities are demonstrated as part of the VECTOR coaching process.
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"Mentoring Teacher Change: Even Cinderella Had a Coach." In Perspectives on Rescuing Urban Literacy Education. Routledge, 2003. http://dx.doi.org/10.4324/9781410609472-21.

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Conference papers on the topic "Coach and teacher"

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Powers, Lance M., and Joshua D. Summers. "Roles and Observations of a Graduate Design Coach." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85136.

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This paper discusses the roles that a graduate student coach experienced while working with an undergraduate design team in the development of a low, cost, low volume plastic injection modeling machine. Identified roles include: design tool teacher, design reviewer, project manager, and customer. A critique of the roles, including times spent in each role, is provided. This experience created generally higher satisfaction among the students and among the customers than had been previously seen in similar projects. Based upon this experience, it is justified to consider incorporating graduate design students as design coaches in senior design project teams.
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Yu, Qiang, Hong Guo, Lanlan Liu, Zhaohui Wang, Hong Yang, and Na Sun. "A Study on the Practice of Coach-Type Teacher Reform Classroom Teaching in the Colleges and Universities." In 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.060.

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Gillespie, Ryan, Julie M. Amador, and Jeffrey Choppin. "Examining how teachers enact the suggestions of a coach: Critique of a methodology." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-296.

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Fernando, Asanga, and H. Snelgrove. "O6 Analyse this!: debrief on the psychiatric couch – dialogue with a deteriorating teacher." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.29.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Reports on the topic "Coach and teacher"

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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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