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1
Valentijn, Eva Yvonne. "Defining and coaching revision". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/558.
Testo completo
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Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.
Testo completoAbstract (sommario):
This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools.Ed. D.
3
Miller, Sara Elizabeth. "Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model". W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618619.
Testo completoAbstract (sommario):
The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact of the Community Coaching Cohort Model on teachers' instructional literacy practices. Using a qualitative case study design, four questions were answered pertaining to participants' feelings and perceptions about the coaching model, how their experience impacted their knowledge and skills about literacy as well as the instruction in their classroom, and the impact their learning had on their students. Four cohorts of teachers in two schools from a large suburban district were used to complete the study. Data were collected at the end of the coaching cycle through the use of panel interviews, individual interviews, a questionnaire, and the collection of artifacts. The analysis of these data found that most participants felt positively about working in a coaching cohort because their learning was applicable and useful, the experience was personalized to their needs, and the model fostered collaboration among their colleagues. Participants also reported numerous ways their knowledge about literacy was expanded and discussed many examples of how their classroom instruction was impacted. These teachers also discussed evidence of student learning in specific aspects of literacy. The results of this study indicate that the Community Coaching Cohort Model was an effective form of professional development for these participants because it was a clearly defined model that was delivered by highly-qualified coaches with a neutral, supportive stance toward teachers.
4
Jennings, LaShay, Renee Rice Moran e Huili Hong. "A Self-Study Inquiry into Instructional Coaching: Developing Understandings of Intentional Coaching". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3607.
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Benedetti, Teresa A. "An investigation of peer coaching in the foregin language student teaching practicum". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250268813.
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Benedetti, Teresa A. "An investigation of peer coaching in the foreign language student teaching practicum /". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250268813.
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Won, SunHwa. "Coaching as a teaching model in English as a foreign language classroom". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2167.
Testo completoAbstract (sommario):
The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.
8
Keith, Karin. "Elizabethton Leads: Coaching and Adult Learning". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.
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Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute". Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.
Testo completoAbstract (sommario):
Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.
The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.
Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.
10
Carrera, Hazel Carolyn. "Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82542.
Testo completoAbstract (sommario):
Urban EducationPh.D.
This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed. The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant. From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change? The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session. The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.
Temple University--Theses
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Terrell, LaTrenda. "Head Start Teacher Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/590.
Testo completoAbstract (sommario):
Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well as other educational needs, the Head Start Program was created. The purpose of this sequential mixed-methods study was to describe the professional development experiences of Head Start teachers on language modeling. In addition, this study sought to explore teachers’ views on language modeling and the activities they find most effective to support student learning.
Analysis of the data revealed that teachers wanted more training and workshops, to be paired with a mentor/coach, pay raises for achieving higher education, strategies for working with children, and encouragement from administration to effectively achieve their professional development plans and goals. Additionally, teachers demonstrated an understanding of the importance of language modeling for children to build vocabulary, to improve school readiness goals, and to communicate and express their needs. Finally, teachers felt very strongly that they use frequent conversations, wait for student responses during conversations, use back and forth conversations, encourage peer conversations, use more than one word as well as a variety of words to support children’s language development.
Findings from this study may be utilized to provide the necessary support teachers need to improve their language modeling skills and to help programs in their planning and evaluation of an ongoing professional development model. This study adds to the literature on bridging the gap between learning about practices and using them in the classroom to improve children’s language development by including teacher voices into their professional development and how to effectively implement coaching practices to promote teacher knowledge and skills.
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Moraes, Marilda Schiller de. "Coaching ontológico: uma contribuição à gestão hospitalar". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/1141.
Testo completoAbstract (sommario):
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Previous issue date: 2015-09-17This study s main goal is to identify how the use of Ontological Coaching, based on the Ontology of Language, can facilitate communication and assist in building healthy and productive environments within companies. In the universe of organizations the communication issue has great importance, because it is through the instructions and exchange of informations that are developed all the actions needed for the effectuation of processes, and respective development of products. So, we inhabit a linguistic world, in which the word, in special the spoken word, becomes the instrument by excellence of the executive s action, the essencial way to get in touch with others and to obtain results. Nonetheless, the administrative language, featured by short, direct, and many times urgent commands, tends to complicate the communication inside the companies. Assuming that a reflexive posture allows comprehension to deep personal transformations and that the realization of sensitization workshops may facilitate the processes of communication, motivation and leadership, transforming people into enabling vectors for the generation of a productive and wholesome environment in the organization, it was done a research with 141 professionals of the Hospital das Clínicas of Campo Limpo Paulista (HCCLP). Taking into account the main goal of the study, meetings of Ontogical Coaching took place, with 7 professionals responsible for the management of the referred institution, along with sensitization workshops, about Human Dynamics and Conversational Skills, for the 141 professionals allocated in the sectors of Reception and Nursing of the HCCLP. To enable the comparison of observable behaviours, there were developed two researches with quantitave approaches and two researches with qualitative approaches, based on Survey interviews, before and after the interventions, which made possible the mapping of the effectiveness of the use of sensitization methodology and the contribution of Ontological Coaching to Hospital Management. The results of the quantitative research indicated a growth of 0,4% in the perception of Communication between the sections of the institution, reflecting on a growth of 3,0% on the perception of employee s Motivation, despite the reduction of -0,7% in the perception of the teams on Leadership. Isolating of these percentuals the evaluation done by the employees from the management area, which went throught the Coaching, a significant improvement on Motivation, Communication and Leadership dimensions could be perceived, with positive evaluation percentuals of 17,5%, 17,1% and 14,5%, respectively, in the period comprehended between the two researches. In that same way, by evaluating the statements resultant of the qualitative research interviews, a lot of testimonials were observed claiming that the Coaching meetings and the workshops brought important contributions to the professionals holders of the management positions, along with the improvement in the communication between the teams allocated in the Reception and Nursing sectors. That being, the conclusion is that the exercise of the Ontological Coaching has a lot to contribute with Hospital Management
O presente estudo tem como objetivo principal identificar o quanto a utilização do Coaching Ontológico, fundamentado na Ontologia da Linguagem, pode facilitar a comunicação e auxiliar na construção de ambientes saudáveis e produtivos dentro das empresas. No universo das organizações a questão da comunicação tem grande importância, pois é por meio das instruções e das informações trocadas que se desenvolvem todas as ações necessárias para a efetivação dos processos e respectivo desenvolvimento dos produtos da empresa, ou seja, habitamos um mundo linguístico, no qual a palavra e, em especial a fala, torna-se o instrumento por excelência da ação do executivo, o meio essencial para entrar em contato com os outros e para obter resultados. No entanto, a linguagem administrativa, caracterizada por comandos curtos, diretos e muitas vezes urgentes, acaba por dificultar a comunicação dentro das empresas. Partindo da premissa de que uma postura reflexiva permite compreensão para profundas transformações pessoais, e que a realização de oficinas de sensibilização pode facilitar os processos de comunicação, motivação e liderança, transformando-os em vetores facilitadores para a geração de um ambiente produtivo e de bem-estar na organização, foi realizada uma pesquisa-ação, com 141 profissionais do Hospital de Clínicas de Campo Limpo Paulista (HCCLP). Levando em consideração o objetivo do presente estudo, foram realizadas reuniões de Coaching Ontológico, com 7 profissionais responsáveis pela gestão da referida instituição, e realizadas oficinas de sensibilização, sobre Dinâmicas Humanas e sobre Competências Conversacionais, para os 141 profissionais alocados nos setores de Recepção e de Enfermagem do HCCLP. Para tornar possível a comparação de comportamentos observáveis, foram realizadas duas pesquisas com abordagens quantitativas e duas pesquisas com abordagens qualitativas, com entrevistas do tipo Survey, antes e depois das intervenções, que permitiram mapear a efetividade do uso das metodologias de sensibilização e da contribuição do Coaching Ontológico na Gestão Hospitalar. Os resultados da pesquisa quantitativa mostraram crescimento de 0,4% na percepção sobre a Comunicação entre os setores da instituição, refletindo em um crescimento de 3,0% na percepção sobre a Motivação dos funcionários, apesar da redução em -0,7% na percepção das equipes sobre a Liderança. Isolando desses percentuais a avaliação efetuada pelos funcionários da área de Gestão, que passaram pelo processo de Coaching, percebe-se significativa melhora de percepção sobre as dimensões de Motivação, Comunicação e Liderança, com percentuais de avaliação positivos em 17,5%, 17,1% e 14,5%, respectivamente, no período compreendido entre as duas pesquisas. Da mesma forma, ao avaliar as declarações resultantes das entrevistas da pesquisa qualitativa, pode-se identificar vários depoimentos que afirmam que as reuniões de Coaching e as oficinas de sensibilização trouxeram importantes contribuições para os profissionais detentores de cargos de Gestão, além de melhora na comunicação entre as equipes alocadas nos setores da Recepção e da Enfermagem. Assim sendo, conclui-se que a prática do Coaching Ontológico tem muito a contribuir com a Gestão Hospitalar
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Maska, Iveta. ""Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5377.
Testo completoAbstract (sommario):
A safe environment, conducive to productive and transparent conversations, makes possible the improvement of literacy practices and strengthens teacher/administrator relationships for more honest and vulnerable conversations. In this autoethnographic intrinsic case study I conducted a self-study of my use of language and communication with four literacy teachers during debrief, after classroom walkthroughs, when coaching each on literacy practice. Furthermore, the component under investigation was the debrief meeting where dialogue is the key ingredient for discussing teacher classroom practice. The study was approached through identifying characteristics from my personal and professional background, to my interactions with the four literacy teachers and the insights and perceptions of my role and style as their administrator. Findings revealed, teachers in this study desired positive recognition and praise as a result of my informal classroom walkthroughs. I was able to influence the teachers' beliefs through debriefing and nurture those beliefs about themselves to enhance their attempts to teach their students more effectively. Student engagement increased as the teachers began to unpack the why, what and the how of their teaching during debrief meetings. School wide improvement efforts were also supported as teachers were able to look past themselves when they reflected on connections made to the next grade level or the previous grade level to help understand literacy curricular decisions and goal setting. The findings were discussed as they apply to the debrief experiences realized by both administrator and teacher.
14
Keith, Karin, LaShay Jennings e Renee Rice Moran. "Coaching as a Grass Roots Effort for Building Leadership Capacity". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/982.
Testo completoAbstract (sommario):
Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of coaching is presented as well as how the coach can facilitate activities that transform the culture of the school. In the model presented, the coach's agency influenced teachers to systematically inquire into their own teaching practices, regularly use data to drive instructional decisions, and reflect upon their decision making practices in ways that promoted literacy growth and success for all stakeholders. The agency included coaching roles of resource provider, data coach, demonstrator of classroom practices, observer of classroom practices, and job-embedded professional development. Additionally, the literacy coach served as a change agent and built teacher capacity taking on these roles.
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Welborn, Kate Matthews. "Exploring Literacy Coaching as a Form of Staff Development". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2773.
Testo completoAbstract (sommario):
Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development with over 100 elementary school teachers and what aspects of literacy instruction were focused upon. Data were collected through interviews and daily coaching logs kept by the coaches. Each interview was recorded, transcribed, and analyzed through a system of coding based on repeated readings, from which themes, concepts, similarities, and differences became apparent. Similarities and differences were highlighted, and tables were created to track them. Coaching logs were collected and analyzed in the same manner. Two themes emerged from analysis of the data: identifying themselves as staff developers and needing more teacher collaboration. Based upon these themes, professional development training sessions were developed to strengthen the professional development already in place, and the creation of professional learning communities was recommended. Participation in these activities will strengthen individual literacy teacher's professional knowledge regarding the teaching of literacy. As a result literacy teachers' practices will improve, and in turn, positive social change will occur when the children they teach become more literate, increase their learning, and stay in school.
16
Ranly, Jaime Nicole. "Professional Language and Mentoring Conversations Within the Ohio Resident Educator Mentor Academy". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1559129624407804.
Testo completo
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Dopson, Natalie Elizabeth. "Supporting Hispanic mothers with preschool children with speech and/ or language delays via dialogic reading and coaching within the home". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4886.
Testo completoAbstract (sommario):
The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.; Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida.ID: 030423219; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-178).
Ph.D.
Doctorate
Education
18
Dick, Kaitlin J. "EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN". UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/43.
Testo completoAbstract (sommario):
With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood classroom. This coaching intervention could prove to be more efficient and practical for educators. This study added to the external validity and generalization of the findings in an early childhood classroom by using one-two year old children with social communication delays. This study found a functional relationship between training early childhood teachers through a multicomponent coaching intervention and the increase in treatment fidelity of implementing naturalistic teaching strategies with children with communication delays. The percentage of child responses per opportunity increased once the teachers implemented the strategies.
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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.
Testo completoAbstract (sommario):
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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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.
Testo completoAbstract (sommario):
Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.
21
Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand". Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-165292.
Testo completoAbstract (sommario):
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\'s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficultOnline-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung
22
Brenneman, Kimberly, Alissa A. Lange e Irena Nayfeld. "Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3906.
Testo completoAbstract (sommario):
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a professional development model was designed to empower preschool educators to provide rich, high-quality STEM learning experiences, with particular emphasis on working in schools serving children from culturally and linguistically diverse backgrounds. This model was created based on best practices in adult learning and teacher professional development, on developmentally appropriate STEM concepts and teaching interactions, and in collaboration with educators to design professional supports that were responsive to their needs. We worked in under-resourced communities in a North East state in the United States to design a model that is culturally appropriate, and that is flexible enough to be implemented within any curricula and with a variety of materials. In this article, we outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children. Finally, the article presents feedback from educators who participated in the design and implementation of the model, as well as discussion of how our process can inform other teacher educators and those interested in promoting early STEM in diverse preschool settings.
23
Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
Testo completoAbstract (sommario):
In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
24
Bryan, Jessica LaFern. "Teachers Observing Teachers: Factors that Contribute to Critical Thinking in Peer Coaching". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3960.
Testo completoAbstract (sommario):
Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.
25
Kootz, Tilman. "Dolmetschen im Sport. Eine empirisch gestützte Bestandsaufnahme". Master's thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-188722.
Testo completoAbstract (sommario):
Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.
26
Tinker, Amanda. "Teacher Expectations, Self-efficacy, and Collective Efficacy in Three Tennessee Literacy Networks". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3698.
Testo completoAbstract (sommario):
The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients.
The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.
27
Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project". Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
Testo completo
28
Chekli, Latifa. "Développer la posture réflexive : une voie pour la professionnalisation des enseignants au Maroc : Cas des professeurs de français, première langue étrangère, au cycle secondaire (collège et lycée)". Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20026.
Testo completoAbstract (sommario):
À quelles conditions est-il possible de se construire une professionnalité sur le lieu de travail ? Telle est la question principale de notre sujet de thèse. Celui-ci est né d’une situation problématique qui se résumerait en la précarité que connaît l’enseignement/apprentissage du français (première langue étrangère) dans le système éducatif marocain. Les politiques éducatives, hormis les efforts déployés en réformes et changements, semblent ne pas pouvoir remédier à ces conditions. La formation à l’enseignement (initiale et continue) reste quelque peu aléatoire. Certains enseignants n’en ont pas du tout reçu. La professionnalité de certains d’entre eux interroge. Aider les uns et les autres à développer une posture réflexive favoriserait leur professionnalisation. Observation de leçons didactiques en classe réelle ; analyse des pratiques pédagogiques in concreto ; accompagnement ; écriture réflexive…sont, entre autres outils, démarches ou encore protocoles à expérimenter, à l’aune de la professionnalisation enseignante… en vue d’engager le novice dans le développement des compétences professionnelles et de réajuster l’agir-professionnel chez le plus expérimenté : telle est la visée de notre étudeUnder which conditions is it possible to create work-place professionalism? This is the main question addressed by the theme of this thesis. The theme came up as a result of the precariousness/downgrading of teaching/instructing French as a foreign language under the current Moroccan educational system. Other than efforts pertaining to reform and change, it does not seem that the current educational policies are capable of addressing this situation. Instruction as well as continuing education in basic training remains somewhat uncertain, keeping in mind that some instructors have not been given any such training. Professionalism among some of these instructors is lacking. However, helping them to develop a reflexive position would improve their level of professionalism. The purpose of this study is to ensure that didactic educational lessons are undertaken in a real classroom environment, that analysis of pedagogical practices is done concretely, that guidance/coaching is provided, and that reflexive writing is encouraged. These are steps or protocols among other instruments to experiment with towards further professionalization of instruction, in order to lead the new learner to develop his professional skills and to further improve the professional performance of those who are more experienced
29
Kao, Yi-Fang, e 高苡方. "How the coaching approach on caregivers using Enhanced Milieu Teaching and enhancing language delayed children’s expressive language skills". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3fg5r8.
Testo completoAbstract (sommario):
碩士臺北市立大學
特殊教育學系
107
The aims of this study were to investigate the effects of the coaching approach on parents’ learning of four Enhanced Milieu Teaching (EMT) strategies and on their children’s expressive language skills. A single-subject, multiple-baseline, across-behaviors design was used, and three language-delayed child-parent dyads from Keelung area were participated in this study. The three boys with an age of 26 Month to 29 months participated in the study. They performed less than a percentage of 5 in the Mandarin-Chinese Communicative Development Inventory-Taiwan (MCDI-T); however, all had the ability to imitate some single word. All three parents were full-time mothers, and had college degree. During the intervention, the parents received coaching approach for learning EMT strategies twice a week, and 40 minutes per time. In addition, parents used EMT strategies to interact with their child for at least 15 minutes every day. The results of this study were summarized as follows: (1) After receiving 24 to 31 lessons, the parents not only learned the four EMT strategies of "matched turns", "expansions", "time delays", and "prompting" immediately, but also maintained using above strategies after intervention. (2) All three children showed improvement from percentage of 5 to 75 in the MCDI-T. From the communication sample, it can be seen that the communication forms of the three young children are changed from non-verbal communication to oral communication, the expressive vocabulary is greatly increased, and the average sentence length is also improved to say two-words or short phrases. (3) All three parents believed that the coaching approach can help them understand the timing and use of the four EMT strategies. In addition, the three parents also felt that the child's oral expression ability improved significantly after interacting with the EMT strategy. Helping parents learn EMT strategies through coaching approach can achieve the goal of parental empowerment, and parents can learn these four EMT strategies within the period of treatment prescribed by general medical institutions. Therefore, this study can prove that even if it is treated in a medical institution, it can provide "family-centered" treatment services.
30
"Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses". Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.43923.
Testo completoAbstract (sommario):
abstract: As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University.
This action research project drew upon Vygotsky’s (1978) sociocultural theory and Bandura’s (1977) social cognitive theory. Specifically, the study was built on Vygotsky’s socially shared activities and Bandura’s concepts of modeling and providing opportunities to individuals to practice and attain mastery experiences. Knight et al.’s (2015) impact cycle of coaching served as the framework for the intervention in this study. This perspective was grounded in socially shared activities that included a clear model of the new learning and opportunities for instructors to practice implementing the new learning.
University instructors and teacher candidates participated in the study. A mixed method approach was used to gather data from instructors and teacher candidates. Quantitative data came from a survey that assessed three constructs: (a) knowledge, (b) use, and (c) self-efficacy of Stanford’s (2013) six principles for ELL instruction. Qualitative data were gathered in several ways. Instructor interviews focused on the coaching experiences, whereas teacher candidate interviews focused on knowledge and use of ELL principles. Additional qualitative data included reflective conversations with instructors and course assignments from teacher candidates.
Results suggested instructors gained in their knowledge, use, and self-efficacy of the six principles for ELL instruction, which they taught to their teacher candidate charges. As a result, teacher candidates increased their knowledge, use, and self-efficacy of the ELL principles. The interview data for teacher candidates was consistent with the survey data.
Results from this study highlighted the potential of coaching in higher education as a powerful approach to deliver professional development. Further, results suggested that infusing ELL instructional practices into content methods courses appeared to be a viable method to better prepare teacher candidates to work with ELL students.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2017
31
Kadenge, Emure. "Perceptions and experiences of the role and process of coaching in the Gauteng Primary Language and Mathematics Strategy : a case of four teachers, their coaches and supervisors". Thesis, 2015. http://hdl.handle.net/10539/17782.
Testo completoAbstract (sommario):
This study explores the coaching component of the GPLMS over the past 3 years, how it has
been implemented as well as the lessons learnt with the view to understanding the coaching
conditions required to assist teachers in changing their instructional practices. The GPLMS
intervention consists primarily of instructional coaching which has to mediate lesson plans to
teachers. This research specifically looks at the teacher-coach relations, the nature of
coaching support and monitoring and its impact on teachers. Research data were collected
through interviews of teachers in one FP school and one Intersen school in the Johannesburg
South district as well as from two coaches and their supervisors. A Peer Learning Group
(PLG) meeting in one school and a School-Based Workshop (SBW) in the other school were
observed. GPLMS documents which include lesson plans and teacher observation sheets
were analysed.
The data analysis reveals that instructional coaching combined with high quality lesson
plans are promising interventions with potential to improve teachers’ instructional practices.
Much progress, however, depends on the coaches’ interpretation of their role as well as their
attributes and qualities as far as the level of their subject knowledge and pedagogical content
knowledge and the respect and trust between themselves and their teachers are concerned.
32
Cashman, Penelope Veronica. "International Best Practice in the Teaching of Lyric Diction to Conservatorium-Level Singers". Thesis, 2019. http://hdl.handle.net/2440/120990.
Testo completoAbstract (sommario):
This doctoral thesis examines international best practice in the teaching of lyric diction to conservatorium-level singers. It provides a unique perspective on lyric diction teaching in that it focuses on pedagogical process and includes the perspectives of multiple experts across a variety of languages and working in different countries. Most of the literature regarding lyric diction at the conservatorium level focuses on pronunciation rules and descriptions of relevant articulations. As such, it can be seen to focus predominantly on the ‘what’ of lyric diction teaching, and significantly less on the ‘how’. It rarely explores the role of the lyric diction coach/teacher and his/her pedagogical approach in successful lyric diction learning. This thesis addresses the ‘how’ of lyric diction teaching by focussing on the pedagogical approaches and priorities of selected expert lyric diction coaches whose work with conservatorium level students is informed by their understanding of lyric diction at the professional level. Chapters 1 and 2 of the thesis introduce lyric diction in an historical and socio-cultural context and provide explanations of vocal acoustics, singing technique, phonology, articulatory phonetics, and foreign language phonology acquisition as they pertain to lyric diction. Chapter 3 addresses the backgrounds and experience of expert lyric diction teachers and coaches, highlighting the skills and qualities they perceive as integral to the effectiveness of their pedagogy. It also provides an insight into lyric diction coaching for professional singers. Chapter 4 presents analysis and discussion of the key themes that emerged from the primary source materials collected for this study. This encompasses broad-ranging facets of lyric diction pedagogy fundamental to the subject as a whole and applicable to all languages. The key themes emerging from the research indicate pedagogical priorities that diverge significantly from those indicated by much of the lyric diction literature. The analysis is synthesized in Chapter 5, revealing the overall picture of best practice in conservatorium-level lyric diction teaching derived from this research.Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2019
33
"Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice". Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14530.
Testo completoAbstract (sommario):
abstract: The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and how the relationship between a coach and teacher affects understanding of and classroom practice with a specific population of students. The research questions were (a) How can coaching support implementation of professional development goals over traditional development activities as reported by the teacher, coach and administrator? (b) What is the relationship between the coach and teacher? (c) How does the coaching process relate to self- reported coach and teacher knowledge of instruction and practice in the ELL context? I used a qualitative approach to gather data through classroom observations and in-depth interviews. The 17 participants came from Title 1 elementary schools with high ELL populations located in the central and west valley of Phoenix, Arizona. I analyzed the data deductively then coded and categorized participant responses in relation to the literature on professional development and coaching. The findings indicated that those involved perceived embedded coaching as an effective component of professional development. What I have now termed based on my study as Professional Development Praxis (PPD). They agreed that with a structured system of coaching in place, both teachers and coaches increased their knowledge of how to best instruct ELLs as well as enhanced their ability to put research-based strategies into classroom practice. The recommendation of this study is that districts, schools and professional developers provide training and support for educators in a meaningful, effective and student centered way. Professional development were educators are provided knowledge about ELLs, opportunities for practice of what they are learning in and out of training sessions and on-going collaboration and support as they work with their students. It is the job of everyone involved in the system to better prepare educators to meet the critical needs of students who come to school with specific linguistic and academic needs.Dissertation/Thesis
Ed.D. Educational Administration and Supervision 2012
34
Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand.: Eine fallbasierte Longitudinalstudie im Rahmen von Aktionsforschung". Doctoral thesis, 2014. https://ul.qucosa.de/id/qucosa%3A13260.
Testo completoAbstract (sommario):
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\'' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction.
Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\''s reflections.
The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media.
The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult.Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung.
35
Kootz, Tilman. "Dolmetschen im Sport. Eine empirisch gestützte Bestandsaufnahme". Master's thesis, 2014. https://ul.qucosa.de/id/qucosa%3A13923.
Testo completoAbstract (sommario):
Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.