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1
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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<p> This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. </p><p> 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.</p><p>
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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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Hung, Carrie M. H. "Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331319643.
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Panarese, Christine Marion, Philip Brian McManus, Telena S. Imel, and Maryanne Palmer. "Feedback: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3836.
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Thesis advisor: Lauri Johnson<br>This qualitative case study examined teacher and administrator perceptions of how one Massachusetts school district used the feedback processes to facilitate teacher growth and development. Feedback was defined as any type of information about performance or progress towards a goal that is transferred from one individual or group to another individual or group. Data gathered from participant interviews, artifact analyses, and observations of district meetings found not only effective distribution and use of educator feedback, but also that teachers and administrators participated in feedback-seeking behavior. The district appeared to be successful in embedding a social learning culture that facilitated and conditioned the positive use of feedback as an activator for ongoing examination of teaching and learning as well as the development and progress monitoring of individual and collective district improvement goals<br>Thesis (EdD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Williamson, Robert T. "An Examination of the Dual Role of Teacher-Coaches in Ontario and their Perceptions of Student-Athlete’s Life Skill Development Through High School Sport." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24113.
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Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.
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Van, der Merwe Carla. "Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9226.
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Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12).
The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance.
Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills.
Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information.<br>TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.
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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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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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Hull, Barbara Jane Anderson. "Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1254.
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The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued the least. Knowing those precepts might help one to become a more efficient and valuable resource for both classroom teachers and principals. School visits, focus group interviews, individual interviews, interviews with each principal, and documents from the 3 southwest Virginia schools in 2 districts provided the data for analysis. Teachers' and principals' perspectives of literacy coaching explained both the desirable and undesirable practices and techniques.
The 3 schools had been swept into a change process when they received Virginia Reading First funding. They were required to use only scientifically based reading researched programs and strategies. Teachers were required to use new programs, change their instructional practices, use data to drive instruction, restructure their schedules, and rearrange their classrooms. They were required to participate in more staff development and training opportunities. They learned to look at student data and use them to drive their instruction to meet the specific needs of certain students. They learned to use data to assess their own professional strengths and weaknesses and then take action to improve it. The need for change and an effective change agent emerged as teachers needed to match their skills to the increased demands. Research data inspired the recommendations for becoming an effective literacy coach.
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Пилипко, О. А., та Е. А. Дружининская. "Совершенствование программы учебной дисциплины "Плавание и методика его преподавания" в высших учебных заведениях спортивного профиля". Thesis, Сумский государственный университет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48556.
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Основу теоретической подготовки современного тренера-преподавателя составляют профессионально – педагогические знания, которые необходимо уметь творчески использовать в своей практической деятельности [1]. В настоящее время подготовка тренерских кадров ведется в специальных высших учебных заведениях, где студенты приобретают большой багаж знаний из различных областей науки: теории спорта, медико-биологических дисциплин, гуманитарных наук и т.д. [2].
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Crawford, Pamela Sharp. "A Study of Secondary District-Level Literacy Coaches’ Beliefs about How to Teach Reading." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1175.
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This was a qualitative case study that compared data across six district-level literacy coaches’ epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers. Data were collected over a 6-week period where the coaches responded to questions and vignettes through a think-aloud protocol. The data collection instruments addressed personal, work, and educational experiences that influenced the development of their beliefs about how to teach reading. A survey of their professional library was also taken. The coaches responded to three other instruments and questions to glean epistemological beliefs about knowledge and to address the instructional needs of a struggling reader. There were three major findings. First, the report of the National Reading Panel (NRP) was very influential to the forming or affirming of their beliefs about how to teach reading. The findings of the NRP were privileged in instructional decision making by the coaching cohort, while the adolescent literacy research was ignored or marginalized. Second, self-stated instructional choices were made by the literacy coaches based upon three models that reflected their perspective about how to teach reading. These models were: (a) a skills development model that focused on beginning reading skills, (b) a deficiency model that focused on intervention and remediation, and (c) a proficiency model that focused on social-constructivist learning. Third, the literacy coaches’ epistemological and ontological beliefs about how to teach reading to struggling were either flexible (changing) or rigid (unchanging) as reflected by whether they changed their instructional approaches or choices across grade levels or populations.
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Casey, Ty Thomas. "Strategies of Motivation Teachers Can Learn from Coaches." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618840243801335.
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Massar, Michelle. "Effects of Coach-delivered Prompting and Performance Feedback on Teacher Use of Evidence-based Classroom Management Practices and Student Behavior Outcomes." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23123.
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Schools across the country are dedicating significant resources to the selection, adoption, and durable implementation of evidence-based practices (EBPs); however, the research-to-practice gap remains a significant challenge facing education today (DuFour & Mattos, 2013). Coaching is one of the implementation variables most consistently cited for improving the high-fidelity adoption of new practices.
This study used two concurrent multiple baseline, single-case designs across participants with counterbalanced intervention phases to examine the effects of coaching on teachers’ use of evidence-based, class-wide behavior management practices. Specifically, the study examined the extent to which a functional relation exists between (a) coach-delivered prompting, (b) coach-delivered performance feedback, and (c) the interaction effects of coach-delivered prompting with performance feedback and an increase in teachers’ use of evidence-based classroom management practices and a decrease in class-wide disruptive behavior.
Results indicate that coach-delivered prompting and performance feedback is functionally related to an increase in teacher use of evidence-based classroom management practices and a reduction in classroom disruption; however, no additional effects were observed when prompting and performance feedback were delivered together. Potential contributions of the study are discussed in terms of establishing a more nuanced understanding of the active ingredients of effective coaching to support the selection, training, evaluation, and ongoing support of coaches in K-12 educational settings.
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Hill, Rachelle Phelps. "A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33164/.
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With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.
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Tessmann, Crystal Jacqueline. "Elementary Literacy Coaching in a Florida School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3263.
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Literacy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research that explored literacy coaching relationships in the research site from the teachers' perspectives. Phase 1 research questions examined (a) differences between the amount of time coaches spent with teachers, (b) components of coaching teachers found most/least effective, (c) how effective the teachers found literacy coaching, and (d) the correlation between the amount of time teachers spent with coaches and their effectiveness ratings. Phase 2 concerned teachers' experiences with coaching, and teachers' ideal literacy coaching situations. Twenty-two teachers completed surveys in Phase 1. Overall, teachers rated literacy coaching between ineffective and very effective. The median scores for individual components of literacy coaching were between neutral and effective. Significant correlations were found between effectiveness ratings and time spent with literacy coaches in a group, r (20) = .34, p = .01, and time spent one-on-one, r (20) = .54, p = .01. Phase 2 consisted of interviews with 9 teachers. Four themes resulted from framework qualitative analysis: what teachers want from coaches and coaching, teacher concerns, how teachers view the coaches, and coaching in practice. Three trainings were created to provide administrators, literacy coaches, and teachers with strategies and local data that may improve their practice and student reading capabilities.
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Warren, Angela. "The School-Based Family: Coaches and Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3252.
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The purpose of this study was to qualitatively examine the possible formation of surrogate families within Ugandan schools to provide a context for positive development experiences, especially for orphans who lack positive development opportunities provided by parents. The sample for this study consisted of 66 Ugandan Secondary School students from eight schools in the Mukono district of Uganda. This study found a potentially widespread family formation pattern between students and their teachers/coaches. More than 75% of students self-identified their teacher and/or coach as family. The results provide insight concerning why orphans and vulnerable children are forming surrogate families with staff members at school. Teachers and coaches were able to offer the students positive developmental assets and were therefore identified as family.
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Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
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The starting point for this study was when as a
specialist physical education teacher working in a school,
I undertook a part-time inservice B. Ed degree and wrote a
dissertation comparing the systems of physical education in
the USSR and in England and Wales. I made one visit in 1979
to Moscow but, otherwise, had to rely heavily upon Western
sources of material owing to my lack of knowledge of Russian
and the difficulty in obtaining primary source material.
I discovered that virtually no profound study in English
had been made of children's physical education in one of the
world's largest and most important countries. Yet since
the early 1950s, the USSR has been one of the leading sporting
nations in international competitions.
For many years I have been interested in comparative
physical education and, helped by my background of foreign
languages' study at school, have visited schools in the USA,
Canada, Germany, Austria and Israel, as well as the USSR.
In 1981, I began work as a university lecturer with
responsibilities for teacher training and started to gather
information for this thesis for which I had to learn Russian,
helped by staff at the Centre for Modern Languages at the
University of Newcastle-upon-Tyne.
During several study visits to the USSR, I visited
1981 - Two weeks sports study tour to Moscowt Leningrad
and Minsk.
1983 - Four weeks in Leningrad.
1985 - Six weeks in Moscow, Leningrad and Brest on a
British Council Travel Scholarship.
USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports
institutions, interviewed officials, lecturers, teachers,
students and pupils and observed lectures, lessons and training
sessions. In addition, I gathered text books, syllabuses
and journals and, after several years of research and study
visits, set out to describe and examine all aspects of Soviet
children's physical education from preschool to school-leaving
age as well as the training of their teachers and coaches.
It has been necessary to describe the whole physical
education system since it is a more complex series of
activities in and out of school than what we in England and
Wales, understand as physical education, that is, lessons in
school. Descriptions are fairly extensive since readers are
unlikely to be able to read the sources in Russian for themselves
or to make their own visits.
Because the concept of physical education in the USSR
is so different compared to our own, and because its structure
is determined by the state of development and needs of
Soviet society, a background description of the country and
education system is given in Chapter I and an explanation of
the development of Soviet sport and physical education in
Chapter II.
The concepts of Soviet physical culture, sport and
physical education are different to our own and are explained.
Soviet terminology in direct translation is used, for example,
school physical education programmes, but physical culture
lessons and teachers to emphasise the different concepts
which are employed.
The aims, methods and reasons behind the system of
physical education for Soviet children are described and
analysed and the theory and practice of its implementation
have been investigated through primary sources - syllabuses,
visits, observations. and interviews.
The effectiveness of physical education for all Soviet
children is discussed and some cross-cultural comparisons
are made. Finally, suggestions are put to physical educators
in England and Wales on how this study might be useful to
them when considering changes in their own physical education
system.
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Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Lundgren, Anna. "Musik, idrott och prestation." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1317.
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Detta arbete består av en undersökning om hur en musiklärare och en idrottstränare jobbar med deras elever respektive spelare inför en prestation. Undersökningen inkluderar också hur musikläraren och idrottstränaren jobbar med efterarbetet av en prestation. Genom kvalitativa intervjuer och observationer har jag undersökt deras olika metoder. Resultaten visar att både musikläraren och idrottstränaren jobbar aktivt med både förberedelden och efterarbetet av prestationen. Det finns många likheter och olikheter i deras undervisningsprocess som kommer fram i resultaten. Men det går inte utifrån resultaten att dra några generella slutsater som likheter och olikheter för arbete med prestationer inom musik respektive sport.<br>This essay contains of a study on how a music teacher and a sports coach are working with their students and players before an achievement. The study also includes the music teacher and sports coach tuition with the after work of an achievement. I have investigated their different methods through qualitative interviews and observations. The results show that both the music teacher and sports coach works diligent with both the before and after work of an achievement. Many similarities and differences in their tuition process are shown in the results. However, based on the results of the study you cannot draw any general conclusions on how the work of an achievement differs between music and sport.
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Behrens, Cherie Allen. "The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5122.
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The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.<br>ID: 031001470; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed July 11, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-115).<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education
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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.<br>Ed. D.
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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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Moran, James P. "The Impact of Extracurricular Activity on Teacher Job Satisfaction." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1492182067273518.
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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.
Full textAbstract:
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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Succar, Christiana C. "A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7960.
Full textAbstract:
Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined coaching roles and inadequate coach training early in the initiative, minimal impact on effective teacher development and instructional shifts towards closing the achievement gap occurred (Dole, 2003; International Reading Association, 2004).
In the past ten years, more understanding of literacy coaches’ roles and responsibilities has occurred with the publication of numerous manuals focused on coaching as well as education for coaches. For example, Toll (2014) defines literacy coaches as “partners with teachers for job-embedded professional learning that enhances teachers’ reflection on students, the curriculum and pedagogy…” (p. 10). Literacy coaches recognize an essential role of coaching is collaboration and partnerships with teachers. For these relationships to happen, coaches must build connections with teachers. Thus, coaches must know adult learning theory and have strong interpersonal skills (Toll, 2014). However, scant empirical evidence is available regarding how coaches must build collaborative relationships as well as navigate other professional identities (Rainville & Jones, 2008) and responsive/directive distinctions between administration, teachers, and district initiatives (Ippolito, 2010).
This study adds to the extant literature using a narrative inquiry approach. I share a personal narrative of my lived experience as a new literacy coach along with two early-career English language arts (ELA) teachers as together; we navigated through their and my teacher practices of planning, teaching, collaboration, and building a professional learning community. As suggested by Clandinin (2013) regarding narrative inquiry, I did not devise A Priori questions to guide my study. Instead, following Clandinin’s idea about Wonderments, I sought to find answers guided by the following Wonderments:
• In what ways do I, as a literacy coach, navigate my roles and responsibilities to build partnerships with two ELA teachers?
• In what ways do I, as a literacy coach, establish collaboration among these two teachers to build a professional learning community?
• In what ways do these two teachers’ beliefs influence my coaching, modeling, and relationship building?
I grounded this narrative inquiry in the tenets of social constructivism (Ben & Kosnik, 2006), sociocultural theory (Bruner 1990; Vygotsky, 1978), constructivism (Dewey, 1916, 1933; Piaget, 1954; Vygotsky, 1978), and change theory (Fullan, 2001, 2006).
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Aparicio, Villalonga Catalina. "El ejemplo de los oficios en los diálogos de Platón: una vía de acceso a su filosofía." Doctoral thesis, Universitat de les Illes Balears, 2014. http://hdl.handle.net/10803/283187.
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Un dels trets més característics del Sòcrates platònic és la constant menció dels diferents artífexs, característica compartida per l’Estranger i l’Atenès, els altres personatges mitjançant els quals Plató expressa el seu pensament. Són les analogies amb els distints treballadors i les seves tècniques o pràctiques les que serveixen per posar de manifest diferents tipus d’acció: una orientada a fins racionals, productora d’un bé i avalada per un camp teòric de coneixement tècnic; una altra irracional, orientada a plaers i sense cap coneixement que la sustenti. Els exemples d’oficis no només li serveixen a Plató per posar de manifest aquesta important distinció, necessària per erigir la política en tècnica suprema, sinó que li són molt útils per donar consistència i validesa a nombrosos aspectes fonamentals del seu pensament. L’anàlisi d’aquest ús és una via d’accés a la filosofia de Plató.
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Lin, Tai-Chen, and 林岱辰. "Unicycling Ruts—The Self-narrative of a Primary School Teacher and Unicycle Coach." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/e3fb9j.
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碩士<br>國立體育大學<br>體育研究所<br>104<br>This research originates from the researcher’s experience and thoughts during the teaching process and unicycling promotion. Through reviewing life experience and unicycle teaching, the author helps clarify the meaning and value of unicycling towards oneself and provide the author’s experience as references for the sport promotion. Through narrative inquiry, this research investigates the life story of a primary school teacher and unicycle coach by self-narrative. By the collection self-narrative text and related statistics, this research reveals the researcher’s growth in teaching profession and internal feelings in various theme analysis and learns about their reciprocal effect and their meaning towards oneself and influence on work and unicycling promotion. The main findings and conclusion of the research are: by reviewing the educational work and renew educational enthusiasm , the researcher promotes unicycling through cooperation among parents, teachers and students, thus making unicyling a school characteristic; through teaching by personal example and continual introspection and learning, the researcher helps to promote educational profession; at last, the researcher gives suggestions according to research results to provide references for future researchers.
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Kendall, Stephanie. "Exploring the experiences of a woman teacher-coach in British Columbia: a life story." Thesis, 2021. http://hdl.handle.net/1828/12839.
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The purpose of this life story study was to explore the experiences of a woman high school teacher-coach and the factors that have contributed to her maintained involvement in sport leadership throughout her life. One participant took part in one timeline interview and four subsequent semi-structured interviews over several months. The resultant transcripts were analysed using a combination of narrative and thematic analysis. The findings of this study provided insight into four broad themes: passion for sport, perception of gender, personal traits, and community and belonging. This study contributes a unique, in-depth, exploration of life as a woman teacher-coach in Canada, and the facilitating factors for long term sport involvement. Future studies may explore the experiences of women volunteer coaches.<br>Graduate
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Chen, Yu-Tsung, and 陳裕宗. "The Promoter for the World’s First Ball：Experience of a Primary School Soccer Teacher-Coach." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87007845392505138074.
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碩士<br>國立臺北教育大學<br>體育學系碩士班<br>100<br>I began to be the soccer teacher-coach of the Lui-Inn Primary School in 2005. I like soccer and love soccer after I taught the children learning to play soccer in the past. The teacher-coaches working at their utmost in the Lui-Inn Primary School are the power to encourage me to be a soccer teacher-coach. The purpose of this research is to analyze the training experience and the meanings of the teacher-coaches in the Lui-Inn Primary School. The courses of the experience for the teacher-coaches were built in this paper by the in-depth interviews of the teacher-coaches in the Lui-Inn Primary School. It may be used to review the sports development in Taiwan for promoting soccer in the feature and be the reference for new teacher-coaches who want to make effort for the promoting soccer. The conclusion of this paper was that the favorable environment of the soccer and the support form the family was helpful for the teacher-coaches to insist on their work according to the experiences of the teacher-coaches. They wished the children to get much funny in the sports, although there were many difficulties and pressures in their work. The soccer represented different role in mind for each teacher-coach and set value by himself. The teacher-coaches can get satisfaction in their life and recognized themselves in the experience. It encouraged the teacher-coaches to continue their work to the best all their life.
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Lo, Ching-mu, and 羅清木. ""Father and Teacher" ~ The Management and Educational Philosophy of an Elementary School Teacher as a Coach of the Table Tennis Team." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03775830171842569417.
Full textAbstract:
碩士<br>國立臺南大學<br>體育學系碩士班<br>100<br>This research aims to discuss a senior teacher in elementary school who concurrently works as a coach of the table tennis team and to analyze how he leads the team with his educational philosophy. This thesis draws the outline of “A teacher with fatherhood” team management by way of participant observation, document analysis, and the semi-structured in-depth interview with the object of this study, his family members, and the players such significant others. Furthermore, it explores the integration of his educational concepts into the management of the team and inspects the function of its educational contents display with the 2008 “Grade 1-9 Curriculum Guidelines.”
The key elements of a successful team management possessed by the object of this study are: 1. Excellent training; 2. A unity that are made up of the players, their parents, the school, and his family members, relatives and friends. The spirit of dedication along with a mind of no haste and impatience persists to the end. In addition, the educational philosophy and functions that the object of this study reposed in the team are: 1. Unrequited love of education. 2. Teach all comers without discrimination and in accordance with their aptitude. 3. Take the players’ “growth” as the main purpose. 4. See the players as his children. 5. Take compulsory education as basics. 6. Display the four basic contents--human feelings, the capacity of integration, the democratic accomplishment, and lifelong learning --of the 2008 “Grade 1-9 Curriculum Guidelines.”
After the research, seven conclusions have been drawn for the dual role of a teacher being a coach concurrently. 1. This dual role is built on the basis of the teaching duty. 2. An educational operator’s devotion is endless. 3. Efficient planning is the key to success. 4. The places of education are unrestricted and can be more diversified. 5. Education can have multiple benefits. 6. See clearly the players’ essence. The young players are not only contestants. 7. “Sports” plus “Education” is as “Physical Education” does.
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Chao, Yuan-Chun, and 趙苑君. "Touched Among Dodge Ball Team Coach and Players：A Narrative Story of the Fadeless Teacher-Student Relationship." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ndq9wk.
Full textAbstract:
碩士<br>國立臺灣海洋大學<br>教育研究所<br>103<br>Abstract
Without any opportunity to review the working life, I have been looking for the initial enthusiasm and touching of entering the educational territories, while being busy around the endless administrative stuff, students and students’ parents.
Insisting on doing the right things to students, the teachers devote to their education career quietly, no applause and no significant status. Just being good teachers are taken as a matter of course. However, those who delicate silently are the keys to make people touched deeply. Finally, I find out the core of the story by means of the touched story and team members.
The main purposes of this study are:
1.the manifestation of the education love, touched and aesthetic experiences under the teacher- student relationship;
2.the influences for the students by the interaction of the teacher- student relationship
And the field of this study portrayed that the dodge ball team coach and players, those happiness and tears, strived for the honors in the elementary school.
In order to be a true love legend for the teacher- student story, I discussed the key factors to affect the dodge ball team students, and furthermore transferred to be the aesthetic experiences of eternity, which is based on the “The Five Steps of Qualitative Data Analysis” of narrative- research model.
From teacher’s viewpoints, the meanings of education love for the fadeless teacher-student relationship are:
1.That Love is the teacher hold on the straight to the end;
2.That Love is the student’s strong re-action derived from his feeling;
3.That Love is the student’s close and continuous interaction from the daily life;
4.The Love is glorious experience of sharing the student’s growth, due to the teacher’s patience.
From students’ viewpoints, the meanings of touched for the fadeless teacher-student relationship are:
1.That touched is the memory existing eternity;
2.That touched is learning well for cherishing himself or herself;
3.That touched is the common language in reality, as well as coming from the deep heart to aspire the supreme affections;
4.That touched is the satisfaction from the identification by colleagues.
From my point of view, the meanings of aesthetic experience for the fadeless teacher-student relationship are:
1.That aesthetic experience for the teacher-student relationship is true essence of life is affirmative and accompanying each other from the day- to- day;
2.That aesthetic experience for the teacher is entering into soul of students;
3.That aesthetic experience is an interplay between teacher and student under a sharing atmosphere;
4.That aesthetic experience for the teacher-student relationship is forward to the moment for the perpetual life.
Keywords：touched, education love, aesthetic experiences, teacher-student relationship, narrative research
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Ou, Tzong-Ming, and 歐宗明. "The role shaping of teacher/coach of elementary school in Taiwan: An analysis of historical sociology." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68332257504224578493.
Full textAbstract:
博士<br>國立臺灣師範大學<br>體育學系<br>95<br>The method of this study uses the research approach of historical sociology. The study analyzed the evolution of the role shaping of elementary school teacher/coach in Taiwan from 1895 to 2005. The study tried to describe the process of the role shaping and analyzed the drive power of the role shaping. The conclusions were as following:
In the Japanese Colonial period, the teacher/coach role had emerged by the building of modern school education system and the diffusion of modern sport. But, it was disappeared from the war. When the KMT governed Taiwan after World War II, the teacher/coach role had be emerged again and confirmed. In the “Little League Baseball World Champion” period, the teacher/coach role in elementary school was promoted by government and the people in Taiwan. But the more victory was thirsty, the quality of the teacher/coach role was worse. In the open society of Taiwan, the sport competition between elementary schools came back to education system, and the teacher/coach role increasingly had educational duty.
There are twelve kind of positive and negative drive power in the four dimension: the field of physical education and sport evolution, the context of society and state, the organizational culture of the elementary school, and the action of teacher. And the suggestion was proposed: the shaping the teacher/coach role with real educational purposes.
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Huang, Ya-wen, and 黃亞雯. "The study of the role conflict between an elementary school teacher and a table tennis coach." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/75211597521408273683.
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碩士<br>國立臺南大學<br>體育學系碩士班<br>101<br>This study observes and interviews Coach Ku, based on qualitative case study. To increase the study’s credibility, interviewees include table tennis players, their parents, the coach’s colleague and his family members. The study aims to understand the role conflict between an elementary school teacher and adjunct table tennis coach, and discuss about the possible resolution for this conflict.
The study found that there are often role conflicts happening when Coach Ku had to act as an elementary school teacher, a table tennis coach, a husband, and a father, especially between a school teacher and adjunct coach. In school, due to sports team training, he couldn’t attend teachers’ morning meeting and every educational programs held on Wednesdays, and thus felt very isolated with colleagues. On the other hand, Coach Ku had to take responsibilities of raising his family after his children were born, he felt quite stressful that he needed his family members’ full understanding and forgiveness for sometimes“not being able to act as a good father” when coaching the team.
As a conclusion, this study suggests that increasing human resource to relieve the coaches’ workload and pressure.In addition, it is hoped that there’d be some complete resolution for problems in educational programs for those who are acting as a teacherand adjunct coachat the same time. In this way, the coach could train the school sports team without other unrelated pressure and win glorious trophies for the school.
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Pagnano, Karen B. "A case study of the dual roles of an exemplary physical education teacher/coach: An ecological comparison." 2004. https://scholarworks.umass.edu/dissertations/AAI3136763.
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An ecological perspective has been utilized to understand the teaching-learning context in physical education and sport settings, yet few studies have systematically studied the teacher/coach in their dual role context teaching and coaching (Hastie & Siedentop, 1999). The purpose of this study was twofold. First, to examine the work of an exemplary physical education teacher/coach teaching soccer in physical education and coaching soccer in sport from Doyle's (1977) ecological perspective. Specifically, to understand the similarities and difference of the program of action (PoA), during lesson and practice sessions. Second to examine, from Callero's (1994) resource perspective of role, how dual role responsibilities influenced the work of a physical education teacher/coach. Participants included Tom, a 34-year veteran physical education teacher/coach and his physical education class (N = 14), and varsity boy's soccer team (N = 23). Data were collected at 15 physical education classes and 31 soccer practices using qualitative techniques (e.g., narrative field notes, in-depth participant interviews). Three formal semi-structured 90 minute interviews were conducted with the teacher/coach to explore his background, perceptions and beliefs about teaching and coaching, and his work as a dual role professional. Semi-structured 30-minute student/athlete interviews were conducted with seven students and 21 athletes and focused on their experiences in sport and physical education with Tom. Data were analyzed inductively using a constant comparison method. Findings indicate that for Tom there was a similarity and compatibility of teaching physical education and coaching sport based on how Tom claimed the teaching and coaching role. Second, reverence among student/athletes and Tom was a powerful resource Tom accessed through the teaching and coaching role, which facilitated relationship building and contributed to a positive learning environment. Finally, Tom structured the learning environments in physical education and sport with robust PoAs, which included a strong primary learning vector. Tom used many appropriate pedagogical practices in both physical education and sport, such as effective rules, routines, expectations, and strong content development through the four games stages (Rink, 1998) which contributed to the robustness of the PoA. This study was an important step in the systematic examination of the practices of exemplary physical education teacher/coaches.
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Lai, Wei-Chen, and 賴維政. "Just Swing and Enjoy the Ball Game : a Glory Story of a School Teacher as a Teeball Coach." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12400778360675306103.
Full textAbstract:
碩士<br>國立臺北教育大學<br>體育學系碩士班<br>99<br>Just Swing and Enjoy the Ball Game : a Glory Story of a School Teacher as a Teeball Coach
Student: Lai
Adviser: Prof. Hu
Abstract
I have been fully engaged in the Teeball games since an occasion of training course bringing me to this sport. Establishing Teeball team of Wei-Hu Elementary School in 2001, we have been building good reputation in the field for years since our first appearance in the 2nd Taipei Teeball Game in 2001. We even got in the finals of National Game in 2008 & 2009 when we won the title of Taipei city. Whilst baseball is overwhelmingly developed in Taiwan, with outstanding performance and high records in games either inside or outside the island, physical education on the related area in schools still remains to be improved and further evolved. That made me realize the fundamentality and interest to promote Teeball games in elementary schools, as well as deliberate on the track of my thoughts during my experience of training project in schools and communities.
Based on my exploration of documents with regards to Teeball and self narrative, the Teeball game is indeed a good activity for all members of a family, with no limitation of gender or age. The campaign led by Ministry of Education has been currently popularizing the sport throughout the country, and we are therefore able to guide students to safely embrace Teeball which is introduced as a similar style of baseball – the most welcome sport in Taiwan. In this essay by adopting the narrating method of study on qualitative research, I could share not only life experience of being a coach with all readers, but also the true story of my inner world through these years.
My research finally concluded with a proposal for a teacher to seek for possible administrative support in school, and adequate integration of the syllabus design and his/her teaching plans. The program can be a success should a teacher significantly incorporate power and capabilities of sponsors, parents and coaches, with sufficient back-up of community resources all the time.
Key word:teeball, self narrative
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LIANG-CHENG-CHI and 梁振吉. "Focusing on Athleticism and not Ignore Literature:Description for the Transition of a Boxer to the Coach and Sports Teacher." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/91206571665816229452.
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碩士<br>國立臺北教育大學<br>體育學系碩士班<br>95<br>The boxer is often considered to be simple-minded with developed four limbs. Only a few people pay close attention to the boxers that they have fine and smooth feelings and implicit literature artistic conception wrapped up in their heart behind their exertion. Mr. Kau Chai has involved the boxing sport for 33 years, who is persistent to and pay much to boxing. He has key influence on the development of boxing in senior high schools. The major objective of this research is to study the boxing sport history of Mr. Kau Chai (from athlete to coach and teacher), and the explanation of “Focusing on Athleticism and not Ignore Literature” by Mr. Kau Chai. This research describes and studies the boxing sport history of Teacher Kau Chai through deep interview, interview of focus group, and data collection and analysis. The result of study finds out: (1) The career of Mr. Kau Chai likes what Nietzsche speak “three changes of spirit”. The first change is a camel: The boxer exercise very hard everyday. He is not afraid of difficult training and boxing skill. He also focuses on the washing and improvement of soul in the evening. The second change is a lion: During the period of the boxing coach and sports teacher, he will start to ask himself: “how should I do!” And he will create a new value world on old value. The third change is an infant: During the period of the chief teacher for the athletic class, he helps the players not to be light and gentle in the field of boxing, and popularizes it to the other sports fields. This represents the reborn of himself. (2) Athlete always keeps running in the scope of “athleticism”. If they can learn continuously and ask gently to raise “literature” in their mind, they can reach so called “Focusing on Athleticism and not Ignore Literature”
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Bradley, Janice Allyne Tomasulo 1954. "Exploring an alignment focused coaching model of mathematics professional development: content of coach/teacher talk during planning and analyzing lessons." Thesis, 2007. http://hdl.handle.net/2152/3419.
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This exploratory case study examines an alignment-focused coaching model of mathematics professional development during a school district's second-year implementation of the coaching model. Specifically, the study describes the content of coach-teacher talk as five coach-teacher pairs, grades K-8, engage in planning and analyzing mathematics lessons. Using an alignment framework designed around the components of curriculum, instruction, and assessment to analyze talk, four patterns unfold. Issues of curriculum, instruction, and assessment were more often discussed in isolation than interconnected, mathematics was most often the content focus when teacher and/or coach were using the state standards document to plan, student thinking and learning were most often a focus when students were struggling, and teachers often talked about instruction as actions isolated from student thinking and learning. In addition, teachers reported changes to instruction as an outcome of participating in coaching. Self-reported benefits to teachers' practice included planning lessons that focused on student learning, that is, considering the mathematics in the standards and ways students would learn the content. Teachers also reported asking "better questions" more often and in different ways, using models such as manipulatives and representations for connecting mathematics ideas, thinking more about student learning, and analyzing and scrutinizing textbooks to align with the state standards.
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Chang, Lung-Hao, and 張龍豪. "The Effect of The Coach-Athlete’Relationship Dimensions on The relationship Satisfaction of Teacher-Student--An Example of Advisor-Advisee’Relationship Satisfaction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/84683056459632390855.
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碩士<br>元智大學<br>企業管理學系<br>94<br>In recent years, the government has set up a number of universities and colleges in order to develope the talents with first-class creativity and high qualities of human resources. Among them, the number of college students , Masters students, doctoral students rises dramatically. The increased Masters students is on the top.
While Masters students pursue degrees in universities, their advisors have an influence on them, and the relationship between the advisor and the advisee has played an important role. A good relationship between advisor and the advisee not only allow the advisor to take care of their advisees and offer guidance in writing the thesis, but it also has a good interdynamic relationship with students in students’ daily life. Thus, in this study, the author used the coach and the athlete relation construct to discuss the influences on the relationship satisfaction of advisor-advisee.
The population sampled in the study was: Masters students assigned with an advisor in public and private colleges and universities. The main qualification is that those students who were sampled must had received advising from their advisors over more than one term. The research used “convenience sampling” to collect questionnaires; 262 questionnaires were collected, invalid questionnaire was 46, and effective ones were 216. The computer software “SPSS for Windows 12.0” to analyse the samples was used. The analysis result is as the following:
1.The different age, sex, department and the advisor`sex of the advisee do not make the the relationship satisfaction of advisor-advisee change markedly.
2.Closeness, Comment and Self-Determined Motivation have positive influences in the relationship satisfaction of advisor-advisee.
3.Self-Determined Motivation had moderating effect on the relationship between Closeness and the relationship satisfaction of advisor-advisee.
According to the research outcomes,the author recommended three suggestions to improve the relationship satisfaction of advisor-advisee. At last,the author also suggested future researchers to try to apply the 3C dimensions to other areas.
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Wu, Po-Tsung, and 吳栢宗. "Dilemmas and Countermeasures of an Elementary School Teacher as an Adjunct Coach–A Case Study of Sport Team in Sinpo Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ny74dk.
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Hsu, Chin Ching, and 徐錦清. "Teacher, Do You Want to 〝Take〞another Post?- A Study on the Willingness of the Primary Teachers in Ilan County Concurrently to Work as a Coach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11736357345685192748.
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碩士<br>國立花蓮教育大學<br>體育學系碩士班<br>97<br>In addition to expand the teaching domain at school, primary teachers not only need to understand and take care of students to allow them fully development both physically and mentally, they also need to work hard on various tasks that school assigned. Primary teachers are as super gardeners who complete their works diligently and unremittingly. Why a primary teacher is inclined to take the arduous post as a coach besides of complicated teaching job?! This study aimed to investigate the willingness why a primary teacher in Yilan County is willing to work concurrently as a coach at school. It adapted qualitative research methods, such as interviews, literature review, and observation, to collect diverse data to describe the working willingness of a concurrently primary teacher and coach in Yilan County. The results show that there are four motivations: 1. Based on school request; 2. Graduated from Physical Department; 3. Interested in certain sports; and 4. Good at certain sports. The factors which will influence concurrently teacher and coaches’ working willingness are: 1. Personal factor; 2. Family factor; 3. School factor; 4. the nature of the task; and 5. social factor. The researcher advises the followings: 1. Promote sports in primary school to attract the public to participate; 2. Boost Vice-classroom teacher program to reduce the loss of talented coaches. 3. Create a school environment with friendship, honor and justice. Whether the concurrently teacher and coaches in other counties will agree with the researcher's conclusion? Or why the male concurrently teacher and coaches are far more than females? Both questions worth following researchers’ further requisition.
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Tseng, Kuo-Wei, and 曾國瑋. "A Study of Job Satisfaction and Retaining Intention of Adjunct Track and Field Coach Elementary School Teacher – Takes Teachers of Elementary Schools in Hsinchu City for Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/7jxcca.
Full textAbstract:
碩士<br>中華大學<br>行政管理學系碩士班<br>103<br>The study aimed to discuss the job satisfaction and retaining intention of adjunct track and field coach elementary school teacher in Hsinchu City. A customized chart “the job satisfaction and retaining intention of adjunct track and field coach elementary school teacher” was edited as a research tool compiled by analysis of relative literature and research questionnaires to conduct the survey. 168 teachers signed to lead teams of 2015 Hsinchu track and field championship were participated. The survey issued 168 sets of questionnaire and received 168 valid questionnaires. The response rate reached 100%. Researcher performed the statistics analysis of the data from valid questionnaires by SPSS18 software and reached the outcomes as follows:
1. The average of job satisfaction of adjunct track and field coach elementary school teacher in Hsinchu City was 3.584 in middle-high level.
2. The average of retaining intention of adjunct track and field coach elementary school teacher in Hsinchu City was 3.502 in middle-high level.
3. The job satisfaction of adjunct track and field coach elementary school teacher in Hsinchu City with varied background variables differed only on the aspects of the possession of track and field license and the physical education related background.
4. The retaining intention of adjunct track and field coach elementary school teacher in Hsinchu City has not showed the significant difference under the influence of background factor.
5. The “special welfare”, “contents of job” and “environment” of job satisfaction showed the positive relation to retaining intention.
6. The lower the awareness of “special welfare” of adjunct track and field coach elementary school teacher in Hsinchu City had, the lower the retaining intention would be, which has the 29.6% explained variation.
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Breníková, Jana. "Podpora profesního rozvoje učitelů jako nástroj zvyšování kvality školy." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-435379.
Full textAbstract:
The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.
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Míka, Ondřej. "Florbal-příručka pro učitele základních škol a začínající trenéry." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-348631.
Full textAbstract:
Title: Floorball - Manual for teachers at grammar schools and beginnig coaches Objectives: The main goal of this thesis is to describe individual player skills including field players and goalkeepers and to describe the very basics of offensive and defensive plays. This thesis is strongly aimed on floorball basics, that appear during all age groups of students at grammar school. Every single piece of information within this thesis is usable for everyone inside floorball training process, but designated for very beginners. Methods: In our thesis we used methods of theoretic knowing and information processing.Last but not least analysis,comparisob and research of Czech and international literature. Results: It was created transparent handbook for teachers of primary schools and coaches. The goal of master thesis was fulfilled and partial goals as well. Keywords: Floorball, coach, teacher, player, goalkeeper, student (pupil), manual, handbook
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Успенський, Владислав Русланович. "Формування особистісних якостей студентів закладу вищої освіти під час спортивних змагань". Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6367.
Full textAbstract:
Успенський В. Р. Формування особистісних якостей студентів закладу вищої освіти під час спортивних змагань : кваліфікаційна робота магістра спеціальності 011 «Освітні, педагогічні науки» / наук. керівник Г. В. Локарєва. Запоріжжя : ЗНУ, 2021. 101 с.<br>UA : Робота викладена на 101 сторінки друкованого тексту, містить 13 таблиць. Перелік посилань включає 114 джерел. Мета дослідження: теоретично обґрунтувати та експериментально перевірити педагогічні умови формування особистісних якостей студентів ЗВО за умов їх активної участі у спортивних змаганнях. Об’єкт дослідження: спортивні змагання та їх значення в процесі фізичного виховання студентів. Предмет дослідження: ситуації змагання як педагогічна умова формування особистісних якостей студентів закладу вищої освіти під час спортивних змагань. У роботі теоретично досліджено сучасний стан фізичного виховання у ЗВО, мету, завдання та форми фізичного виховання студентів; визначено ситуації спортивного змагання як передумову формування особистісних якостей студентів закладу вищої освіти; розглянуто та визначено роль педагога-тренера з фізичної культури, вимоги до його особистості та педагогічної майстерності; проведено педагогічне експериментальне дослідження з формування особистісних якостей студентів ЗВО під час спортивних змагань; визначено педагогічні умови формування особистісних якостей студентів ЗВО за умов їх активної участі у спортивних змаганнях. Практичне значення роботи: отримані результати можуть бути застосовані у закладах вищої освіти в роботі викладачів з фізичного виховання як підхід до системного аналізу та розвитку індивідуально-психологічних особливостей (особистісних якостей) студентів ЗВО, а також для організації спортивних команд із числа студентської молоді та використовуватися в психологічній підготовці спортсменів-студентів закладів вищої освіти.<br>EN : The work is presented on 101 pages of printed text, contains 13 tables. The list of references includes 114 sources. The purpose of the study: to theoretically substantiate and experimentally test the pedagogical conditions for the formation of personal qualities of freelance students under the conditions of their active participation in sports competitions. Object of research: sports competitions and their importance in the process of physical education of students. Subject of research: competition situations as a pedagogical condition for the formation of personal qualities of students of higher education institutions during sports competitions. The paper theoretically investigates the current state of physical education in the Free Economic Zone, the purpose, objectives and forms of physical education of students; identified situations of sports competition as a prerequisite for the formation of personal qualities of students of higher education; the role of the teacher-trainer in physical culture, requirements to his personality and pedagogical skill are considered and defined; conducted a pedagogical experimental study on the formation of personal qualities of students ZVO during sports competitions; pedagogical conditions of formation of personal qualities of students of ZVO under the conditions of their active participation in sports competitions are defined. Practical significance of the work: the obtained results can be used in higher education institutions in the work of physical education teachers as an approach to systematic analysis and development of individual psychological characteristics of students, as well as for organizing sports teams from among students and used in psychological training of athletes-students of higher education institutions.
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(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.
Find full textAbstract:
The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.