Browsing by Subject "coaching"
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Item Coaching in a Diverse World: Coaches’ perceptions of culture and intercultural competence in coaching(2017-07) Maeker, AkikoThe current study employed a mixed method approach to explore two research questions: How do coaches, at various stages of intercultural competence development (i.e., Monocultural, Transitional, and Intercultural), perceive the role of culture in their work? How do coaches, at various stages of intercultural competence development (i.e., Monocultural, Transitional, and Intercultural), perceive intercultural competence and its relevance to their work? To explore these questions, data were collected from 21 participants, using the Intercultural Development Inventory (IDI) and individual qualitative interviews. The interviews yielded 1,137 minutes (18 hours and 57 minutes) of transcribed data. Through inductive analysis of these data and creating groupings using the IDI scores, 46 themes under 13 domains emerged. The results presented a general trend in each domain and throughout the domains that the coaches with more interculturally developed orientations viewed and talked about culture with more interest and rigor as well as considered intercultural competence to play an important role in coaching and discussed it with more complexity.Item Exploring the Relation Between Teacher Factors and Student Growth in Early Writing(2019-02) Bresina, BrittaData from a small randomized control trial of teachers’ use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student growth. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students (n = 31), all identified as either at-risk for or with disabilities that affect their writing. Teachers received professional development accompanied by ongoing coaching to support the implementation of DBI for improving their students’ early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student growth in early writing. Implications for instructional coaching and improving student writing growth are discussed. Findings also informed improvements to a fidelity measure with the intention to capture more precisely teachers’ fidelity of intensive intervention.Item Training Educators to Implement Mindfulness-Based Interventions: Evaluating the Effects of In-Service and Coaching on Intervention Fidelity(2018-07) Potter, LauraSchool-based interventions that utilize mindfulness and yoga exercises to build students’ self-regulation skills have become increasingly popular, both in practice and in published literature. Yet little information has been gathered about how to effectively train educators to deliver these interventions with fidelity. The present paper aimed to advance the research on school-based mindfulness interventions by examining the extent to which educators were able to deliver a specific intervention, Yoga Calm, with fidelity following a series of in-service trainings and follow-up coaching. Study 1 examined intervention fidelity outcomes for fifteen educators following a series of in-service trainings, finding that a majority of educators were able to deliver the intervention with high levels of adherence to the intervention’s core components. Study 2 used a multiple-baseline design to examine fidelity outcomes for four educators at baseline and following the introduction of side-by-side coaching supports. The data demonstrated four replications of an effect when comparing baseline to treatment, indicating a functional relation between participation in side-by-side coaching and adherence to Yoga Calm’s core components. Both studies also used quantitative and qualitative analysis to identify potential moderators of intervention fidelity, with results highlighting the importance of factors related to educator buy-in, educator self-efficacy, program delivery factors (e.g., scheduling barriers), and accountability. The implications of these findings for educator training and practice, suggestions for future research, and the limitations of this study are also discussed.