Relevant bibliographies by topics / Coach teacher interactions

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Coach teacher interactions'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Coach teacher interactions"

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Sulistiyo, Urip, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, and Kathy Jordan. "The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives." Australian Journal of Teacher Education 46, no. 3 (2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n3.2.

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Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.
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Saclarides, Evthokia Stephanie, and Sarah Theule Lubienski. "The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions." Elementary School Journal 120, no. 3 (2020): 528–54. http://dx.doi.org/10.1086/707196.

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Stephanie Saclarides, Evthokia, and Jen Munson. "Exploring the foci and depth of coach-teacher interactions during modeled lessons." Teaching and Teacher Education 105 (September 2021): 103418. http://dx.doi.org/10.1016/j.tate.2021.103418.

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Cynarski, Wojciech J. "Coach or sensei? His group relations in the context of tradition." Physical Culture and Sport. Studies and Research 88, no. 1 (2020): 41–48. http://dx.doi.org/10.2478/pcssr-2020-0024.

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AbstractIn the perspective of the General Theory of Fighting Arts, an analysis of socio-cultural factors that determine the opposition of the role of a teacher of martial arts (Jap. sensei) to the role of a sports trainers was undertaken. The structural cultural context, cultural patterns, and social institutions resulting from divergent goals were taken into account. The roles of teachers and trainers result from these conditions. The existence of the separate roles of the master-teacher in martial arts and the sports trainer was established. These roles manifest themselves in different relations with students or players. Democratic and egalitarian interactions in sports teams include player and coach relations. In traditional martial arts, the dominance of the teacher is more accepted. However, there is also a social position combining the features of the sensei and the trainer that is typical for combat sports that are also martial arts (participating in sports competitions). As there are relationships of subordination in the hierarchical societies of Japan and Korea, there is no problem with recognizing the primary role of the sensei in these cultures. The position of the master-teacher is also sanctified by tradition. Reducing educational systems, which are the paths of martial arts, to oriental varieties of sports would be a serious factual mistake.
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Robertson, Dana A., Lauren Breckenridge Padesky, Evelyn Ford-Connors, and Jeanne R. Paratore. "What Does It Mean to Say Coaching Is Relational?" Journal of Literacy Research 52, no. 1 (2020): 55–78. http://dx.doi.org/10.1177/1086296x19896632.

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This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach–teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research.
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Camiré, Martin. "Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes." International Sport Coaching Journal 2, no. 2 (2015): 125–36. http://dx.doi.org/10.1123/iscj.2014-0098.

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Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.
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GROCHALSKA, MONIKA. "Not teaching, but coaching creating a self-development culture in a classroom." Journal of Education Culture and Society 4, no. 2 (2020): 273–87. http://dx.doi.org/10.15503/jecs20132.273.287.

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Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classro-om education? To what extent could it be useful at school?In the first part of this article I would like to define what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious benefits of coaching for students, staff, school as well as coaches.There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, reflect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motiva-tional record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher’s development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile. During the training, a teacher can learn how to develop classroom practice that supports growth through the use of high level listening, questioning, reflecting and summarising. Most of professional training programs contain the following elements:• using active listening and open questions to tackle issues such as pupil behaviour, • reaching their full potential by putting in place realistic goals and plans to achievethem,• taking responsibility for their own progress through change,• building rapports that can turn previously difficult interactions into productive ones.Such skills allow the teachers to create a self-development culture in their classrooms.I would like to ponder upon whether these theses have substantive grounds or perhaps they are just empty slogans. Can a teacher also be a good coach? Is it worthwhile to im-plement coaching in the education system? How can coaching help to improve classroom management? These and some other issues will be considered in the following text.
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Wallhead, Tristan, and Ben Dyson. "A didactic analysis of content development during Cooperative Learning in primary physical education." European Physical Education Review 23, no. 3 (2016): 311–26. http://dx.doi.org/10.1177/1356336x16630221.

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The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers’ and students’ interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine how a group of three year-5 students and their teacher from an ethnically diverse primary school in New Zealand co-constructed knowledge within a 3-month CL intervention in physical education. The JASD protocol included collecting data on the teacher’s intention, practical epistemology and student interactions as they engaged in CL task structures. Data analysis included a search for patterns in the evolution of the didactic contract of content learned as students interacted in the co-construction of knowledge. Findings revealed that the CL tasks provided a pedagogical structure where student interactions were generally aligned with the didactic intent of the tasks. The teaching techniques of the student coach served to make the development of content more dynamic, with an increased frequency of breaches in the didactic contract. This dynamic may facilitate student learning during productive group problem-solving tasks. When the intended content was more specifically defined, the topogenetic technique of teacher intervention within tasks was critical to re-align students’ interpretation of the knowledge at stake in the CL tasks.
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LeRouge, Cynthia, Kathryn Dickhut, Christine Lisetti, Savitha Sangameswaran, and Toree Malasanos. "Engaging adolescents in a computer-based weight management program: avatars and virtual coaches could help." Journal of the American Medical Informatics Association 23, no. 1 (2015): 19–28. http://dx.doi.org/10.1093/jamia/ocv078.

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Abstract Objective This research focuses on the potential ability of animated avatars (a digital representation of the user) and virtual agents (a digital representation of a coach, buddy, or teacher) to deliver computer-based interventions for adolescents’ chronic weight management. An exploration of the acceptance and desire of teens to interact with avatars and virtual agents for self-management and behavioral modification was undertaken. Materials and Methods The utilized approach was inspired by community-based participatory research. Data was collected from 2 phases: Phase 1) focus groups with teens, provider interviews, parent interviews; and Phase 2) mid-range prototype assessment by teens and providers. Results Data from all stakeholder groups expressed great interest in avatars and virtual agents assisting self-management efforts. Adolescents felt the avatars and virtual agents could: 1) reinforce guidance and support, 2) fit within their lifestyle, and 3) help set future goals, particularly after witnessing the effect of their current behavior(s) on the projected physical appearance (external and internal organs) of avatars. Teens wanted 2 virtual characters: a virtual agent to act as a coach or teacher and an avatar (extension of themselves) to serve as a “buddy” for empathic support and guidance and as a surrogate for rewards. Preferred modalities for use include both mobile devices to accommodate access and desktop to accommodate preferences for maximum screen real estate to support virtualization of functions that are more contemplative and complex (e.g., goal setting). Adolescents expressed a desire for limited co-user access, which they could regulate. Data revealed certain barriers and facilitators that could affect adoption and use. Discussion The current study extends the support of teens, parents, and providers for adding avatars or virtual agents to traditional computer-based interactions. Data supports the desire for a personal relationship with a virtual character in support of previous studies. The study provides a foundation for further work in the area of avatar-driven motivational interviewing. Conclusions This study provides evidence supporting the use of avatars and virtual agents, designed using participatory approaches, to be included in the continuum of care. Increased probability of engagement and long-term retention of overweight, obese adolescent users and suggests expanding current chronic care models toward more comprehensive, socio-technical representations.
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Jacobi, C., E. Fittig, S. W. Bryson, D. Wilfley, H. C. Kraemer, and C. Barr Taylor. "Who is really at risk? Identifying risk factors for subthreshold and full syndrome eating disorders in a high-risk sample." Psychological Medicine 41, no. 9 (2011): 1939–49. http://dx.doi.org/10.1017/s0033291710002631.

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BackgroundNumerous longitudinal studies have identified risk factors for the onset of most eating disorders (EDs). Identifying women at highest risk within a high-risk sample would allow for focusing of preventive resources and also suggests different etiologies.MethodA longitudinal cohort study over 3 years in a high-risk sample of 236 college-age women randomized to the control group of a prevention trial for EDs. Potential risk factors and interactions between risk factors were assessed using the methods developed previously. Main outcome measures were time to onset of a subthreshold or full ED.ResultsAt the 3-year follow-up, 11.2% of participants had developed a full or partial ED. Seven of 88 potential risk factors could be classified as independent risk factors, seven as proxies, and two as overlapping factors. Critical comments about eating from teacher/coach/siblings and a history of depression were the most potent risk factors. The incidence for participants with either or both of these risk factors was 34.8% (16/46) compared to 4.2% (6/144) for participants without these risk factors, with a sensitivity of 0.75 and a specificity of 0.82.ConclusionsTargeting preventive interventions at women with high weight and shape concerns, a history of critical comments about eating weight and shape, and a history of depression may reduce the risk for EDs.
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Dissertations / Theses on the topic "Coach teacher interactions"

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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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Hughes, Kimberly A. "Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

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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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Book chapters on the topic "Coach teacher interactions"

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Curran, Marialice B. F. X., and Regina G. Chatel. "Virtual Mentors." In Pedagogical Applications and Social Effects of Mobile Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch015.

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Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.
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Bennett, Peggy D. "Personality preferences." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0034.

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Each of us likely has mild to strong preferences for certain personalities. And those personalities may or may not be similar to our own. Given the sometimes powerful reactions to personalities in schools, it may be worth thinking about them and considering their influence on us. • A teacher relies on sarcastic humor for interacting with teachers and students. Some like the teasing. Others find it offensive. • A teacher is demure and quiet. Some appreciate the calm. Others distrust the lack of responsiveness to co- workers. • A principal is very efficient and responsible in managing school issues, yet teachers and parents feel slighted by an assumed lack of interest in them. • A principal is so generous, affectionate, and outgoing that teachers begin to wish for a strong disciplinarian, rather than a grandparent figure. Whether we are drawn to or repelled by certain personalities, we are likely to face them in schools. And it is to our advantage to both notice our personality preferences and actively coach our­selves to look and behave beyond them, instead of letting them interfere with our teaching or our collegiality. Exuberant personalities. Quiet personalities. Which do you prefer as friends? Which do you prefer as students? All ages of people, from preschool on, could have personali­ties that repel or ignite our sense of comfort and affinity. This is common, and it is normal. How we act on those feelings, how­ever, can affect the health of our relationships and the effective­ness of our teaching. No matter the level of exuberance or quietness, we would be remiss to gauge expertise, leadership, or friendliness by the mag­nitude of others’ social behaviors. Plus it can be important for us to notice when our own quietness or liveliness has a dampening effect on our teaching, conversations, and group discussions. Personalities can push us away or draw us near. We ben­efit when we treat a person (including a student or teacher) openly and kindly regardless of our initial, instinctive, emotional response to that individual’s personality.
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