Coaching Virtually to Support Professional Learning

Rowland, Amber; Myers, Suzanne; Elford, Martha D.; Smith, Sean J.

doi:10.1177/01626434211036098

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…Virtual coaching programs may also be an avenue through which educator preparation programs may provide more equitable access to high quality instructional coaching for even remote clinical placements. Of note, the trainings and materials provided during our tutoring program can be used in face-to-face settings, therefore our findings related to the TC experiences and the programmatic supports/barriers may also have applicability and transferability across instructional settings and coaching contexts (e.g., Rowland et al, 2023;Wang et al, 2023).…”

Section: Future Research and Limitationsmentioning

confidence: 93%

“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience

Gesel

Stewart-Ginsburg

Washburn

et al. 2023

J Spec Educ Technol

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The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs’ skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring program during the COVID-19 pandemic. We conducted semi-structured interviews, then analyzed data through inductive and deductive coding. Four themes emerged, centering (a) the impact of the pandemic on typical clinical experiences, (b) the application of coursework within this virtual clinical experience, (c) TCs’ perceptions of program elements that supported their implementation, and (d) TCs’ perceived benefit of the program for their own development as a teacher and for the reading outcomes of the children with whom they worked. We discuss implications for future work related to enhanced clinical experiences related to TCs’ implementation of reading interventions for striving readers.

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Section: Future Research and Limitationsmentioning

confidence: 93%

“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience

Gesel

Stewart-Ginsburg

Washburn

et al. 2023

J Spec Educ Technol

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“…Once the videos are uploaded, the faculty annotate the videos with time-stamped comments which allows the interns to review the feedback provided (Ottley et al, 2019). Likewise, faculty can pause the videos and provide time-stamped comments (Rowland et al, 2021) that are aligned with CEC EPP and CAEP standards. For example, a faculty member may comment, "Be careful to read directions verbatim, which of these pictures go here instead of which one of these pictures go here.…”

Section: Video-coaching and Feedback For Assessment Administrationmentioning

confidence: 99%

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Feedback, Supervision, and Partnerships

Lynn

Farnan²,

Rueter³

et al. 2022

JOSEP

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Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling,coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) High Leverage Practices (HLPs) of Instruction, Collaboration, and Assessment (McLeskey et al., 2017), this article will look behind the virtual lens to uncover how SSEPs faculty can support interns using a developmental and scaffolded approach.

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“…Craig et al, 2022;Lofthouse et al, 2022;Smith et al, 2023) as well as the use of an online platform for implementing AC (e.g. Glover et al, 2019;Rowland et al, 2023).…”

mentioning

confidence: 99%

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

Mahdi,

Zeinabadi,

Arasteh

et al. 2023

IJMCE

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PurposeAcademic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.Design/methodology/approachThe study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.FindingsThe results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.Originality/valueThis comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.

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Coaching Virtually to Support Professional Learning

Cited by 5 publications

References 23 publications

“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience

“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Feedback, Supervision, and Partnerships

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

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