Research on peer academic coaching is limited and primarily focused on the outcomes of students receiving coaching. However, the peer coach also learns through experience. This qualitative study aims to understand peer academic coaches' perceptions of their coaching roles and experiences. I collected interview and artifact data from three…

Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A…

Purpose: Modeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and…

During this global pandemic, it is more important than ever for institutions of higher education who have distinguished themselves by their small classes and interactive approaches to focus on ways to distinguish themselves from their peers with online means of instruction. The authors detail a means of enhancing a master of business…

The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups…

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers' implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Those tiers were self-guided coaching, small group…

The first year of teaching is often challenging and the year when teachers decide whether to remain in the profession. More than 20% of first-year teachers leave their school or the profession within their first year of teaching and almost 40% of beginning teachers leave the profession within their first five years (McVey & Trinidad, 2019).…

Learning Forward is working with states, districts, and schools to develop strong, instructionally focused mentoring initiatives that result in better teaching and learning for everyone involved. Through the customized Mentor Academy, they help systems shift away from traditional "buddy" type mentoring to a program designed to foster…

This is a report on how I integrated coaching techniques into my teaching of information literacy (IL) to 28 FHEQ Level 4 (Year 1) English undergraduates at Brunel University London, UK, during January 2021-April 2021. This was part of a compulsory module, titled Digital Literacy. During this time, it was held online due to COVID-19 lockdowns and,…

Purpose: This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders…

Background: The study reports the impact of the COVID-19 pandemic and lockdowns on jobs for people with intellectual disabilities and autism. The study focuses on the impact of the first and the fire-break lockdowns and the actions taken to support young people. Method: Data was collected from the cohort of young people currently working in Wales,…

This qualitative study investigates the challenges faced by five ESL teachers in Nigeria and the role of an e-coaching intervention in providing support for these challenges. In undertaking the study, the author engaged in a two-cycle coaching session involving a pre-planning conference and post-observation feedback with the teachers. Teachers…

The article discusses the author's transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to…

This article examines the interaction between physiological arousal, negative emotions, and the athlete's performance. It describes how heart rate, physiological arousal, emotions, the sympathetic nervous system, and performance are interconnected and explains how warm-ups prepare athletes for optimal training and competition. The article also…

This paper investigates the linguistic and semiotic resources that NGO coaches draw on to create safe spaces in their English language lessons for psycho-social support in refugee settings. We do so by applying the rapidly developing concept of translanguaging, using data from a multi-site linguistic ethnography study in an NGO in the Kurdistan…