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Sample records for coach program continuity

  1. An Online Recovery Plan Program: Can Peer Coaching Increase Participation?

    PubMed Central

    Simon, Gregory E.; Cutsogeorge, Dona; Ludman, Evette J.; Operskalski, Belinda; Goodale, Lisa C.; Savarino, James; Dykstra, Donna M.; Pabiniak, Chester; Stone, Elisa

    2014-01-01

    Objective A pilot study evaluated whether the addition of online coaching from a peer specialist increased participation in an online program featuring educational and interactive modules to promote self-management of bipolar disorder. Methods A total of 118 participants with bipolar disorder recruited from online and in-person support groups and clinical settings were enrolled in MyRecoveryPlan. Half the group was randomly assigned to receive online coaching support from a certified peer specialist. Results Participants offered online peer coaching were more likely to return to the program after registration (71% versus 44%, p=.005) and to continue using the program after three weeks (38% versus 9%, p<.001). This pattern was consistent for all program elements. Conclusions The addition of online coaching from a peer specialist significantly increased engagement and retention in the program, but further research is needed to evaluate the program’s effects on clinical and recovery outcomes. PMID:21632737

  2. Developing and Managing a Peer Forensics Coaching Program.

    ERIC Educational Resources Information Center

    Keefe, Carolyn

    To deal with the time shortage problem while simultaneously stressing student educational development, a system was designed and implemented to manage a peer forensics coaching program. The program taps the peer coaching potential available on every team and generates academic credit and letter grades for the peer coaches by utilizing a…

  3. Program Orientation for High School Sport Coaches. Position Statement

    ERIC Educational Resources Information Center

    National Association for Sport and Physical Education, 2005

    2005-01-01

    The National Association for Sport and Physical Education (NASPE) believes that prior to the start of each season, all high school head coaches, assistant coaches, and volunteer coaches should be required to participate in a comprehensive orientation to the sport program. This orientation should be planned and conducted by the athletic director or…

  4. A Scrutiny of the Coaching Education Program Scholarship since 1995

    ERIC Educational Resources Information Center

    McCullick, Bryan; Schempp, Paul; Mason, Ilse; Foo, Cornell; Vickers, Brad; Connolly, Graeme

    2009-01-01

    The authors sought to identify and categorize completed coaching education program (CEP) scholarship published in a recent 13-year period to provide a framework regarding the process of how coaches are prepared and certified. Scholarship was defined as data-based investigations, reviews, and position papers focused on CEPs, coaching training, and…

  5. Supporting Universal Prevention Programs: A Two-Phased Coaching Model

    PubMed Central

    Becker, Kimberly D.; Darney, Dana; Domitrovich, Celene; Keperling, Jennifer Pitchford; Ialongo, Nicholas S.

    2013-01-01

    Schools are adopting evidence-based programs designed to enhance students’ emotional and behavioral competencies at increasing rates (Hemmeter, Snyder, & Artman, 2011). At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter & Van Norman, 2010). Ongoing professional development in the form of coaching may enhance teacher skills and implementation (Noell et al., 2005; Stormont, Reinke, Newcomer, Darney, & Lewis, 2012). There exists a need for a coaching model that can be applied to a variety of teacher skill levels and one that guides coach decision-making about how best to support teachers. This article provides a detailed account of a two-phased coaching model with empirical support developed and tested with coaches and teachers in urban schools (Becker, Bradshaw, Domitrovich, & Ialongo, 2013). In the initial universal coaching phase, all teachers receive the same coaching elements regardless of their skill level. Then, in the tailored coaching phase, coaching varies according to the strengths and needs of each teacher. Specifically, more intensive coaching strategies are used only with teachers who need additional coaching supports whereas other teachers receive just enough support to consolidate and maintain their strong implementation. Examples of how coaches used the two-phased coaching model when working with teachers who were implementing two universal prevention programs (i.e., the PATHS® curriculum and PAX Good Behavior Game [PAX GBG]) provide illustrations of the application of this model. The potential reach of this coaching model extends to other school-based programs as well as other settings in which coaches partner with interventionists to implement evidence-based programs. PMID:23660973

  6. Peer coaching: building collegial support for using innovative health programs.

    PubMed

    Gingiss, P L

    1993-02-01

    To ensure students achieve intended benefits from effective health programs, it is necessary to maximize program implementation and maintenance. Peer coaching provides a post-inservice staff development approach for health educators to strengthen teacher use of new health programs during implementation trials. While peer coaching positively influences teacher behavior and student outcomes, previous coaching programs have been limited in scope, have not been theoretically derived or adequately evaluated, and have not been systematically applied to health programs. This paper addresses teacher needs during trials, reviews peer coaching program features, and proposes a model to guide future planning, evaluation, and research. In this model, critical components of the coaching program include classroom assessments, coaching team cluster meetings, and administrative support. Strategies based on Social Learning Theory and Diffusion Theory are incorporated into the peer coaching program to influence teacher perceptions of their work roles, capability to implement a program, and commitment to the new instructional program. Interrelations among components are discussed and directions for future research and practice are suggested. PMID:8479163

  7. Implementation of a Radiological Safety Coach program

    SciTech Connect

    Konzen, K.K.; Langsted, J.M.

    1998-02-01

    The Safe Sites of Colorado Radiological Safety program has implemented a Safety Coach position, responsible for mentoring workers and line management by providing effective on-the-job radiological skills training and explanation of the rational for radiological safety requirements. This position is significantly different from a traditional classroom instructor or a facility health physicist, and provides workers with a level of radiological safety guidance not routinely provided by typical training programs. Implementation of this position presents a challenge in providing effective instruction, requiring rapport with the radiological worker not typically developed in the routine radiological training environment. The value of this unique training is discussed in perspective with cost-savings through better radiological control. Measures of success were developed to quantify program performance and providing a realistic picture of the benefits of providing one-on-one or small group training. This paper provides a description of the unique features of the program, measures of success for the program, a formula for implementing this program at other facilities, and a strong argument for the success (or failure) of the program in a time of increased radiological safety emphasis and reduced radiological safety budgets.

  8. The Coaching Network: A Program for Individual and Organizational Development.

    ERIC Educational Resources Information Center

    Bowerman, Jennifer; Collins, Gordon

    1999-01-01

    Illustrates how job coaching networks can be implemented using adult education principles, with dialog and conversation as the foundation. Network success depends on in-house expertise, program ownership, and enough structure to maintain program integrity while allowing creativity. (SK)

  9. What Works in Coaching and Sport Instructor Certification Programs? The Participants' View

    ERIC Educational Resources Information Center

    Mccullick, Bryan A.; Belcher, Don; Schempp, Paul G.

    2005-01-01

    Coaching and sport instructor certification (CSIC) programs provide teachers with a substantial content and pedagogical knowledge base. Continual improvement of these programs helps ensure that those certified are effective and competent. The purpose of this study was to ascertain the strengths of a CSIC program based on the perceptions of the…

  10. A Program for Improving Toddler Communication through Parent Coaching

    ERIC Educational Resources Information Center

    Moore, Heather W.; Barton, Erin E.; Chironis, Maria

    2014-01-01

    The purpose of this manuscript was to describe a community-based program, Language and Play Everyday (LAPE), aimed at evaluating effective practices for enhancing parents' capacity to increase their toddlers' communication skills. LAPE was a parent education program focused on coaching parents to embed naturalistic language-enhancing…

  11. Preparation and Ongoing Support for Early Childhood Instructional Coaches: A Case Study Exploration of an Instructional Coaching Program

    ERIC Educational Resources Information Center

    Allard Agnamba, Lindsey Tara

    2012-01-01

    This study gathers current information about the preparation and ongoing support of instructional coaches who provide professional development to early childhood educators. The case study of one large, urban District early childhood instructional coaching program will be explored with two objectives: to identify strengths and areas of need in the…

  12. Implementation of a Coaching Program for School Principals: Evaluating Coaches' Strategies and the Results

    ERIC Educational Resources Information Center

    Huff, Jason; Preston, Courtney; Goldring, Ellen

    2013-01-01

    We present a multi-phase coaching model that was implemented to help principals improve their instructional leadership practices. We then discuss a rubric based on this coaching model that we used to evaluate coaches' implementation of key model phases and to identify principals' responses to the coaching. After presenting the leadership…

  13. Coaching Conversations in Early Childhood Programs: The Contributions of Coach and Coachee

    ERIC Educational Resources Information Center

    Jayaraman, Gayatri; Marvin, Christine; Knoche, Lisa; Bainter, Sue

    2015-01-01

    Studies to date have linked early childhood (EC) coaching to child, family, and teacher outcomes but have not investigated "what" is happening in a coaching conversation. This exploratory study specifically unpacks nuances associated with the coaching conversation process and associations between the EC coaches' behaviors and coachees'…

  14. How Does Formal Leadership Influence a District Content Coaching Program?

    ERIC Educational Resources Information Center

    Hudson, Sarah E.

    2010-01-01

    The titles of professional books on the topic of coaching are numerous, coaching professional development offerings are widespread and schools across the country are hiring teachers to serve in coaching roles. There is great interest around the topic of coaching and much is being written about the support that is needed for coaches as well.…

  15. Leadership Coaching in an Induction Program for Novice Principals: A 3-Year Study

    ERIC Educational Resources Information Center

    Lochmiller, Chad R.

    2014-01-01

    This article presents results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period. The qualitative case study describes how the support the coaches provided to the novice principals changed over time. The study reveals that coaches adapted their leadership coaching…

  16. 41 CFR 301-10.124 - What are coach-class Seating Upgrade Programs?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Seating Upgrade Programs? 301-10.124 Section 301-10.124 Public Contracts and Property Management Federal... Seating Upgrade Programs? Sometimes these programs are called “Coach Elite,” “Coach Plus,” “Preferred... upgrade options are not considered a new or higher class of accommodation since the seating is still...

  17. 41 CFR 301-10.124 - What are coach-class Seating Upgrade Programs?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Seating Upgrade Programs? 301-10.124 Section 301-10.124 Public Contracts and Property Management Federal... Seating Upgrade Programs? Sometimes these programs are called “Coach Elite,” “Coach Plus,” “Preferred... upgrade options are not considered a new or higher class of accommodation since the seating is still...

  18. 41 CFR 301-10.124 - What are coach-class Seating Upgrade Programs?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Seating Upgrade Programs? 301-10.124 Section 301-10.124 Public Contracts and Property Management Federal... Seating Upgrade Programs? Sometimes these programs are called “Coach Elite,” “Coach Plus,” “Preferred... upgrade options are not considered a new or higher class of accommodation since the seating is still...

  19. 41 CFR 301-10.124 - What are coach-class Seating Upgrade Programs?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Seating Upgrade Programs? 301-10.124 Section 301-10.124 Public Contracts and Property Management Federal... Seating Upgrade Programs? Sometimes these programs are called “Coach Elite,” “Coach Plus,” “Preferred... upgrade options are not considered a new or higher class of accommodation since the seating is still...

  20. 41 CFR 301-10.124 - What are coach-class Seating Upgrade Programs?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Seating Upgrade Programs? 301-10.124 Section 301-10.124 Public Contracts and Property Management Federal... Seating Upgrade Programs? Sometimes these programs are called “Coach Elite,” “Coach Plus,” “Preferred... upgrade options are not considered a new or higher class of accommodation since the seating is still...

  1. From Coach to Athletic Director: A Leadership Development Program for Women.

    ERIC Educational Resources Information Center

    Sisley, Becky L.; Steigelman, Gwen

    1994-01-01

    To increase the representation of women as high school athletic directors, Oregon created a Leadership Development Program (LDP) for experienced women coaches. The program encouraged coaches to examine their athletic administration potential and begin to develop the skills and strategies necessary for obtaining director positions. The article…

  2. Applying Coaching Strategies to Support Youth- and Family-Focused Extension Programming

    ERIC Educational Resources Information Center

    Olson, Jonathan R.; Hawkey, Kyle R.; Smith, Burgess; Perkins, Daniel F.; Borden, Lynne M.

    2016-01-01

    In this article, we describe how a peer-coaching model has been applied to support community-based Extension programming through the Children, Youth, and Families at Risk (CYFAR) initiative. We describe the general approaches to coaching that have been used to help with CYFAR program implementation, evaluation, and sustainability efforts; we…

  3. The Effects of Peer Coaching on the Evaluation Knowledge, Skills, and Concerns of Gifted Program Administrators

    ERIC Educational Resources Information Center

    Cotabish, Alicia; Robinson, Ann

    2012-01-01

    To increase knowledge and skills in program evaluation, a peer-coaching intervention provided one-on-one professional development to gifted program administrators. This randomized field study examined the effects of peer coaching on evaluation knowledge and skills and on administrators' concerns about implementing more rigorous program…

  4. Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility

    ERIC Educational Resources Information Center

    Matsumura, Lindsay Clare; Garnier, Helen E.; Correnti, Richard; Junker, Brian; Bickel, Donna DiPrima

    2010-01-01

    Teacher mobility is a factor that impacts schoolwide implementation of professional development programs. In this article, we present interim results of a longitudinal randomized field trial of a comprehensive literacy coaching program (Content-Focused Coaching, CFC) for improving instruction and learning in schools with high teacher mobility. We…

  5. Patterns of Use of an Automated Interactive Personalized Coaching Program for Smoking Cessation

    PubMed Central

    Borland, Ron; Benda, Peter

    2008-01-01

    to return was largely unrelated to user characteristics or cessation outcome. Conclusions Internet-based programs have considerable potential to reach large numbers of smokers at low cost. The QuitCoach is attracting considerable use, with most using it to make a quit attempt and, for those who continue to use the QuitCoach, to help them stay quit. Nonetheless, most users only visited the site once, suggesting improved strategies are needed for encouraging repeated use. PMID:19097975

  6. A Mixed Method Analysis of the Ohio State University Mathematics Coaching Program Site Visits

    ERIC Educational Resources Information Center

    Graves, Kristi R.

    2012-01-01

    The purpose of this mixed-method case study was to uncover the common experiences of 69 first and second year mathematics coaches, bound by their participation in the Mathematics Coaching Program (MCP). Evidence supporting MCP implementation and the evolution of instructional practices were also investigated and reported. Interview, document, and…

  7. Executive Coaching: Study of the Evolution of the Program at a Top European Business School

    ERIC Educational Resources Information Center

    Kim, Hyun Jung

    2011-01-01

    To understand how tensions caused by the multidisciplinary nature of executive coaching are perceived and overcome, this modified ethnographic study was conducted at an executive coaching program and leadership center at a prestigious European business school. This study is built on prolonged discussions on the role of psychology in executive…

  8. Legitimacy and Program Continuation.

    ERIC Educational Resources Information Center

    Dahl, Rene F.

    This paper examines the extent to which legitimacy affects program continuation, and focuses on the process by which programs attempt to maintain legitimate status through conformity with the larger environment. Legitimacy is defined as cultural support from a program's larger environment, such as the school district or community. An innovative…

  9. Character and Coaching: Building Virtue in Athletic Programs.

    ERIC Educational Resources Information Center

    Yeager, John M.; Buxton, John N.; Baltzell, Amy L.; Bzdell, Wallace B.

    Organized sports have a powerful impact on the character of both spectators and participants. Coaches and athletic directors have a tremendous responsibility to make that impact a positive character-building experience. This book is a primer that allows coaches to put questions about character into a usable context, which, in turn, serves as a…

  10. Medication coaching program for patients with minor stroke or TIA: A pilot study

    PubMed Central

    2012-01-01

    Background Patients who are hospitalized with a first or recurrent stroke often are discharged with new medications or adjustment to the doses of pre-admission medications, which can be confusing and pose safety issues if misunderstood. The purpose of this pilot study was to assess the feasibility of medication coaching via telephone after discharge in patients with stroke. Methods Two-arm pilot study of a medication coaching program with 30 patients (20 intervention, 10 control). Consecutive patients admitted with stroke or TIA with at least 2 medications changed between admission and discharge were included. The medication coach contacted intervention arm patients post-discharge via phone call to discuss risk factors, review medications and triage patients’ questions to a stroke nurse and/or pharmacist. Intervention and control participants were contacted at 3 months for outcomes. The main outcomes were feasibility (appropriateness of script, ability to reach participants, and provide requested information) and participant evaluation of medication coaching. Results The median lengths of the coaching and follow-up calls with requested answers to these questions were 27 minutes and 12 minutes, respectively, and participant evaluations of the coaching were positive. The intervention participants were more likely to have seen their primary care provider than were control participants by 3 months post discharge. Conclusions This medication coaching study executed early after discharge demonstrated feasibility of coaching and educating stroke patients with a trained coach. Results from our small pilot showed a possible trend towards improved appointment-keeping with primary care providers in those who received coaching. PMID:22830539

  11. Implementing a Communication Coaching Program for Students with Autism Spectrum Disorders in Postsecondary Education

    ERIC Educational Resources Information Center

    Weiss, Amy L.; Rohland, Pamela

    2015-01-01

    This article describes the operation of a Communication Coaching Program, which was designed to provide supports for students with autism spectrum disorders (ASDs) attending the University of Rhode Island. To succeed in college programs, many students with ASDs need access to specialized programming and personnel who are able to foster their…

  12. Reach for the Stars: Visions for Literacy Coaching Programs

    ERIC Educational Resources Information Center

    DeFord, Diane

    2012-01-01

    This brief by the Literacy Coaching Clearinghouse is about reaching for the stars--stories of vision and commitment from educators in small and large schools. Everyone knows of people who are held up as "visionaries" throughout history: Leonardo Da Vinci, Mahatma Gandhi, Jules Verne, Thomas Edison, Susan Anthony, or John Dewey, to name a few. The…

  13. Program Orientation for High School Sport Coaches. Coaches Council and the National Council for Secondary School Athletic Directors, 2005. A Position Paper from the National Association for Sport and Physical Education

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, Recreation and Dance (NJ1), 2005

    2005-01-01

    The National Association for Sport and Physical Education (NASPE) believes that prior to the start of each season, all high school head coaches, assistant coaches, and volunteer coaches should be required to participate in a comprehensive orientation to the sport program. This orientation should be planned and conducted by the athletic director or…

  14. Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program

    ERIC Educational Resources Information Center

    Wood, Phillip R.

    2013-01-01

    Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students…

  15. The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings

    ERIC Educational Resources Information Center

    Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.

    2012-01-01

    This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…

  16. Coaching Behavior of Girls Youth Softball Coaches.

    ERIC Educational Resources Information Center

    Rupnow, Allan; Stotlar, David

    A study examined coaches' behavior and classified the types and rates of coaches' behavior by time of athletic season (early or late), win/loss record, and throughout the time frame within a single contest. Subjects included all the volunteer coaches in a 13 team, softball program for 10-12 year old girls. The season consisted of a double…

  17. On the Effectiveness of a Programming Coach in a Distance Learning Environment.

    ERIC Educational Resources Information Center

    Thomas, Pete

    Previous research into the behavior of students while learning to program by automatically recording their actions has revealed that such recordings contain a wealth of information that can be collected together into a diagnostic tool that can support students' learning. The first step has been to construct the Coach, a software component that can…

  18. "Tuning into Kids": Reducing Young Children's Behavior Problems Using an Emotion Coaching Parenting Program

    ERIC Educational Resources Information Center

    Havighurst, Sophie S.; Wilson, Katherine R.; Harley, Ann E.; Kehoe, Christiane; Efron, Daryl; Prior, Margot R.

    2013-01-01

    This study evaluated a 6-session group parenting program, "Tuning into Kids" (TIK), as treatment for young children (aged 4.0-5.11 years) with behavior problems. TIK targets parent emotion socialization (parent emotion awareness, regulation and emotion coaching skills). Fifty-four parents, recruited via a child behavior clinic, were randomized…

  19. Supporting New School Leaders: Findings from a University-Based Leadership Coaching Program for New Administrators

    ERIC Educational Resources Information Center

    Silver, Michael; Lochmiller, Chad R.; Copland, Michael A.; Tripps, Ann Marie

    2009-01-01

    Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the…

  20. Wyoming's Instructional Facilitator Program: Teachers' Beliefs about the Impact of Coaching on Practice

    ERIC Educational Resources Information Center

    Rush, Leslie S.; Young, Suzanne

    2011-01-01

    In 2006, the Wyoming state government allocated monies for the Department of Education to fund the work of Instructional Facilitators, or coaches, in schools across the state (Wyoming Department of Education, 2008). In Spring 2009, after the program had been in place for two years, an ex-post facto study was designed to examine the impact of the…

  1. Coaches Guide to Sport Psychology. A Publication for the American Coaching Effectiveness Program. Level 2 Sport Science Curriculum.

    ERIC Educational Resources Information Center

    Martens, Ranier

    This manual presents information on motivation, communication, stress management, the use of mental imagery, and other topics for enhancing coach-athlete relationships and for stimulating improved sport performances. Part I, "Psychological Perspectives," contains two chapters dealing with the philosophy of coaching and motivation. Part II,…

  2. Brief Report: Coaching Adolescents with Autism Spectrum Disorder in a School-Based Multi-Sport Program

    ERIC Educational Resources Information Center

    Rosso, Edoardo G.

    2016-01-01

    While physical activity (PA) is often overwhelming for people with ASD, appropriate engagement strategies can result in increased motivation to participate and associated physical and psychosocial benefits. In this framework, the multi-sport Supporting Success program aims to inform good-practice coaching strategies for community coaches to engage…

  3. Innovation in diabetes care: improving consumption of healthy food through a "chef coaching" program: a case report.

    PubMed

    Polak, Rani; Dill, Diana; Abrahamson, Martin J; Pojednic, Rachele M; Phillips, Edward M

    2014-11-01

    Nutrition therapy as part of lifestyle care is recommended for people with type 2 diabetes. However, most people with diabetes do not follow this guideline. Changing eating habits involves obtaining knowledge and building practical skills such as shopping, meal preparation, and food storage. Just as fitness coaches use their specific knowledge base in fitness to enhance the effectiveness of their coaching, credentialed chefs trained as health coaches might combine their culinary expertise with coaching in order to improve clients' food choices and lifestyles. This report documents the case of a 55-year-old white male physician, single and living alone, who was recently diagnosed with type 2 diabetes and reported chronic stress, sedentary behavior, and unhealthy eating habits. He participated in a chef coaching program of 8 weekly one-on-one 30-minute coaching sessions via Skype delivered by a chef trained as a health coach. During the first five meetings, the patient's goals were primarily culinary; however, with his success in accomplishing these goals, the patient progressed and expanded his goals to include other lifestyle domains, specifically exercise and work-life balance. At the end of the program, the patient had improved both his nutritional and exercise habits, his confidence in further self-care improvement, and his health parameters such as HgA1c (8.8% to 6.7%; normal <6.5%). We conclude that chef coaching has the potential to help people with diabetes improve their practical culinary skills and implement them so that they eat better and, further, has the potential to help them improve their overall self-care. We intend to further develop chef coaching and assess its potential as we learn from its implementation. PMID:25568831

  4. Brief Report: Coaching Adolescents with Autism Spectrum Disorder in a School-Based Multi-Sport Program.

    PubMed

    Rosso, Edoardo G F

    2016-07-01

    While physical activity (PA) is often overwhelming for people with ASD, appropriate engagement strategies can result in increased motivation to participate and associated physical and psychosocial benefits. In this framework, the multi-sport Supporting Success program aims to inform good-practice coaching strategies for community coaches to engage with adolescents with ASD in order to foster socialisation. The project employs a community development approach and a Participatory Action Research (PAR) design. Methods include ongoing consultation, focus groups, briefing/debriefing sessions and questionnaire surveys. Preliminary findings indicate that coaching strategies and program design are fundamental variables in the use of sport/PA to help adolescents with ASD to develop social skills and share positive experiences with peers, coaches, educators and local community members. PMID:26956716

  5. Curbstone Coaching.

    ERIC Educational Resources Information Center

    Cover, William H.

    1980-01-01

    Bridging the gap between the classroom and on-the-job application has been a growing concern to the sales training profession and of sales managers. "Curbstone Coaching," an on-the-job program in which sales managers train their sales representatives in selling skills is a possible solution. (JOW)

  6. Tools for a Formal Mentoring Program: A Guide Every Mentee in Coaching Can Use

    ERIC Educational Resources Information Center

    Lyons, Vincent; Pastore, Donna

    2016-01-01

    Mentoring is crucial for the development of competent coaches (Jones, Harris, & Miles, 2009), and athletic departments and sport organizations are encouraged to use this process that links an inexperienced coach with a veteran mentor coach (Megginson & Clutterbuck, 1995). Mentored coaches benefit from gaining insight and wisdom into their…

  7. Supporting Universal Prevention Programs: A Two-Phased Coaching Model

    ERIC Educational Resources Information Center

    Becker, Kimberly D.; Darney, Dana; Domitrovich, Celene; Keperling, Jennifer Pitchford; Ialongo, Nicholas S.

    2013-01-01

    Schools are adopting evidence-based programs designed to enhance students' emotional and behavioral competencies at increasing rates (Hemmeter et al. in "Early Child Res Q" 26:96-109, 2011). At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter and Van Norman in "Early…

  8. Clinical coaching in forensic psychiatry: an innovative program to recruit and retain nurses.

    PubMed

    Thorpe, Gail; Moorhouse, Pamela; Antonello, Carolyn

    2009-05-01

    Ontario is currently experiencing a nursing shortage crisis. Recruitment and retention of nursing staff are critical issues. In response, retention strategies have been developed by the Ontario Ministry of Health and Long-Term Care. The Late Career Nurse Initiative is one such strategy. This innovative program encourages nurses age 55 and older to remain in the workforce by providing opportunities to use their nursing experience in less physically demanding alternate roles for a portion of their time. The Royal Ottawa Health Care Group has developed a clinical coach program in forensics that matches these veteran nurses with new graduates or nurses new to forensic psychiatric nursing. The program has resulted in retention rates of more than 91% after 1 year. This article provides background about the program and highlights its outcomes. PMID:19489514

  9. Coaching Education in North America.

    ERIC Educational Resources Information Center

    Sawyer, Tom, Ed.

    1992-01-01

    Because of increasingly large numbers of nonteacher elementary and secondary coaches, there is concern about the effect on participants and on the future of athletics. Nine articles highlight five North American national coaching education programs, three states with secondary coaching education programs, and a directory of U.S. sport…

  10. The Effect of Graduation Coaches and Credit Recovery Programs on the Dropout Rate of At-Risk Grade 9 Students

    ERIC Educational Resources Information Center

    Bowling, Jan

    2013-01-01

    The objective of this study was to identify the characteristics of effective graduation coaches (GCs) and credit recovery programs and explain the influence of a GC and a credit recovery program on Grade 9 students at risk of dropping out. The purpose of this study was to determine whether a high school GC and enrollment in a credit recovery…

  11. 3 Steps to Great Coaching: A Simple but Powerful Instructional Coaching Cycle Nets Results

    ERIC Educational Resources Information Center

    Knight, Jim; Elford, Marti; Hock, Michael; Dunekack, Devona; Bradley, Barbara; Deshler, Donald D.; Knight, David

    2015-01-01

    In this article the authors describe a three-step instructional coaching cycle that can helps coaches become more effective. The article provides the steps and related components to: (1) Identify; (2) Learn; and (3) Improve. While the instructional coaching cycle is only one effective coaching program, coaches also need professional learning that…

  12. Fitness Changes After an 8-Week Fitness Coaching Program at a Regional Youth Detention Facility.

    PubMed

    Amtmann, John; Kukay, Jake

    2016-01-01

    A Surgeon General's report states that there is a favorable relationship between exercise and chronic disease. Research suggests that exercise programs for elderly inmates may have a positive effect on the number of infirmary visits, which in turn may have a long-term effect on inmate health care costs. This exploratory descriptive double case study sought to add to the minimal information in peer-reviewed research journals by examining the effects of fitness coaching on two juveniles at a youth detention facility in Southwest Montana. The results showed that both participants made fitness improvements following the 8-week program and both perceived positive effects on self-concept and overall sense of well-being from participating in this program. PMID:26672121

  13. The Student Success Coach

    ERIC Educational Resources Information Center

    Neuhauser, Claudia; Weber, Kendra

    2011-01-01

    An innovative position, a Student Success Coach, was created in response to a newly developed undergraduate-degree program on the recently established University of Minnesota Rochester campus. Student Success Coaches serve as the link between the academic and student affairs sides of the campus. They interact closely with students and faculty to…

  14. Instructional Coaching. Issue Brief

    ERIC Educational Resources Information Center

    Kowal, Julie; Steiner, Lucy

    2007-01-01

    Schools and districts invest a great deal of time and money in professional development for teachers through instructional coaching. With this effort comes the responsibility to design coaching programs that have the greatest potential to improve classroom instruction and, in turn, increase student learning. What research is available to help…

  15. Coaching for Tests. ERIC Digest.

    ERIC Educational Resources Information Center

    Wildemuth, Barbara

    The term "coaching" applies to a variety of types of test preparation programs which vary in length, instructional method, and content. Most research on the effectiveness of coaching has examined the Scholastic Aptitude Test (SAT), a measure of academic abilities used to predict college performance. This ERIC Digest reviews studies of coaching for…

  16. Leadership for Literacy Coaching: Evolving Research

    ERIC Educational Resources Information Center

    Taylor, Rosemarye T.; Moxley, Dale E.

    2008-01-01

    Leadership for literacy coaching is evolving in both the skills of the literacy coaches and the skills of those they coach. Issues of role clarification, communication with administration, and hesitancy to provide authentic feedback are consistently identified. Trends associated with literacy coaching indicate that they continue on their…

  17. A Coach's Code of Conduct. Position Statement

    ERIC Educational Resources Information Center

    Lyman, Linda; Ewing, Marty; Martino, Nan

    2009-01-01

    Coaches exert a profound impact on our youths; therefore, society sets high expectations for them. As such, whether coaches are compensated or work solely as volunteers, they are responsible for executing coaching as a professional. If we are to continue to enhance the cultural perceptions of coaching, we must strive to develop and master the…

  18. The Challenge of Continuation: Schools' Continuation of the Respect Program

    ERIC Educational Resources Information Center

    Ertesvag, Sigrun K.; Roland, Pal; Vaaland, Grete Sorensen; Storksen, Svein; Veland, Jarmund

    2010-01-01

    The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period. The study also looked at the actual continuation after the program end. Especially, we…

  19. Coaching in Community Settings: A Review.

    ERIC Educational Resources Information Center

    Nettles, Saundra Murray

    Coaching is a means of instruction that combines elements of mentoring and tutoring in natural community environments. Coach and student characteristics, processes of coaching, and outcomes of coaching in varied community settings and across different developmental levels are examined. Programs utilizing adults and peers from the community in…

  20. Principal as Instructional Leader: Designing a Coaching Program That Fits. Issue Brief

    ERIC Educational Resources Information Center

    Steiner, Lucy; Kowal, Julie

    2007-01-01

    The research evidence suggests that strong instructional leaders greatly can impact teaching and learning. There also is increasing recognition that instructional coaches can play an effective role in improving classroom-level practices. A natural way for school leaders to take on the role of instructional leader is to serve as a "chief" coach for…

  1. The Technology Coach: Implementing Instructional Technology in Kean University's ESL Program

    ERIC Educational Resources Information Center

    Snyder, Sharon C.; Best, Linda; Griffith, Ruth P.; Nelson, Charles

    2011-01-01

    Faculty involved in implementing a grant to incorporate technology into post-secondary ESL teaching and learning describe the coaching model they used to do this. The authors explain how they drew from principles of literacy coaching to develop and implement their model; describe their experiences in working with coachees; discuss technology…

  2. Science and Practice of Coaching a Strength Training Program for Novice and Intermediate-Level Athletes.

    ERIC Educational Resources Information Center

    Baker, Daniel

    2001-01-01

    Addresses various aspects of the athletic coaching process in strength training, including: teaching and coaching exercises to novice and intermediate level athletes (typical high school and younger college aged athletes); technical analysis and modification of student technique; student motivation; goal setting; reinforcement; and the overall…

  3. Managerial Coaching

    ERIC Educational Resources Information Center

    Bommelje, Rick

    2015-01-01

    This chapter explores how coaching equips managers and supervisors to be successful in the 21st-century workplace. Coaching has benefited these professionals by providing them with viable tools to enhance the leadership and managerial tools they already possess.

  4. Adolescents with poorly controlled type 1 diabetes can benefit from coaching: a case report and discussion.

    PubMed

    Ammentorp, Jette; Thomsen, Jane; Kofoed, Poul-Erik

    2013-09-01

    Traditional interventions aimed at improving patient self-management and at motivating the patients to change behaviour seem to be insufficient in adolescents with very high HbA1c. In this paper we present a case consisting of nine adolescents with poorly controlled diabetes type 1. They had previously shown continuously high levels of HbA1c for 2 years despite intensive follow-up and were therefore invited to participate in a coaching program. The coaching program was conducted by professional certified coaches and consisted of two group and eight individual coaching sessions. After completing the coaching sessions, HbA1c had decreased significantly in six out of nine of the adolescents. The participants were interviewed twice following the coaching sessions. All participants reported that they found the sessions very rewarding, and several explained that they now saw themselves differently and had gained more self-esteem and more energy. PMID:23900748

  5. Evaluation of a social interaction coaching program in an integrated day-care setting.

    PubMed Central

    Hendrickson, J M; Gardner, N; Kaiser, A; Riley, A

    1993-01-01

    We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2- and 4-year-old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long-term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in-service training of day-care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children. PMID:8331018

  6. CONTINUOUS EMISSION MONITORING DEMONSTRATION PROGRAM

    EPA Science Inventory

    Continuous emissions monitoring of hazardous and mixed waste thermal treatment processes is desired for verification of emission compliance, process control, and public safety perception. pecies of particular interest include trace metals and organic compounds resulting from inco...

  7. Personal coaching as a positive intervention.

    PubMed

    Biswas-Diener, Robert

    2009-05-01

    Personal coaching is a relatively new and unlicensed profession aimed at helping functioning individuals set and achieve goals, overcome obstacles, and maintain motivation. Coaching is increasingly merging with psychology as evidenced by new journals, academic programs, and research symposia. Although coaching has traditionally been used with non-clinical populations, it can be highly relevant to psychotherapy. Clinicians who develop a hybrid psychotherapy-coaching practice might be better protected from occupational stress and burnout. In addition, a number of coaching interventions and assessments might translate well to therapy and help clinicians innovate their practice. The synergy between personal coaching and psychotherapy are illustrated with a case example. PMID:19294747

  8. Continuous Improvement in State Funded Preschool Programs

    ERIC Educational Resources Information Center

    Jackson, Sarah L.

    2012-01-01

    State funded preschool programs were constantly faced with the need to change in order to address internal and external demands. As programs engaged in efforts towards change, minimal research was available on how to support continuous improvement efforts within the context unique to state funded preschool programs. Guidance available had…

  9. College's "Guest Coach" Program Aims at Increasing Understanding Between Professors, Football Players.

    ERIC Educational Resources Information Center

    Farrell, Charles S.

    1985-01-01

    Faculty members at the Rose-Hulman Institute of Technology take part in an experiment that they hope will lead to a better understanding between them and their students. Faculty are invited to work with the team for a week, attending practices, coaching sessions, and roaming the sidelines during a game. (MLW)

  10. Assessing the Cost of Instructional Coaching

    ERIC Educational Resources Information Center

    Knight, David S.

    2012-01-01

    School-based instructional coaching is an increasingly popular approach to professional development used to support in-service learning for teachers. However, little is known about the cost of coaching. The following study aims to fill this gap. First, the study describes a framework for measuring the cost of an instructional coaching program;…

  11. Coach Education Online: The Montana Model

    ERIC Educational Resources Information Center

    Stewart, Craig

    2006-01-01

    Coach education is important, but expensive--both in cost and time to public and private athletic programs. To provide basic coach education to coaches, new, innovative, inexpensive approaches must be developed. Joint efforts between state high school associations and colleges and universities can meet those needs. The "Montana approach" is one…

  12. E-Coaching Systems: Convenient, Anytime, Anywhere, and Nonhuman

    ERIC Educational Resources Information Center

    Warner, Teri

    2012-01-01

    Technologies continue to evolve to provide more compelling and interactive learning opportunities. Coaching has traditionally been face-to-face or by email. By combining the new technologies with coaching, learning developers now have the opportunity to develop an asynchronous, online, nonhuman coaching system, or e-coaching system. An e-coaching…

  13. Reading Coaching Discourse: Exploring Coaching Processes

    ERIC Educational Resources Information Center

    Heineke, Sally Frances

    2009-01-01

    This study investigates the discourse of elementary school reading coaches and teachers during coaching interactions in four Alabama schools. Coach/teacher dyads recorded naturally occurring coaching dialogue over periods of 3 to 6 weeks. Each participant shared her views on coaching and commented on the recorded discourse during post-interviews…

  14. The Sustainability of a Coaching Model for Beginning Principals

    ERIC Educational Resources Information Center

    Loving, Virginia F.

    2011-01-01

    This phenomenological study sought to determine what coaching-induced practices are acquired during novice principals first year as principal, and the sustainability of coaching-induced practices once the coach has been removed. This study identified skills learned while novice principals participated in a coaching program, and the extent to which…

  15. Learning from the Legends: Leadership Tips for Coaches

    ERIC Educational Resources Information Center

    Docheff, Dennis M.

    2013-01-01

    Leadership is a quality that aspiring and current coaches strive to develop. Sadly, there are too few programs that assist in the preparation of coaches. One avenue for learning is to seek advice and guidance from coaches of the past. The purpose of this article is to provide leadership tips from some of the elite coaches in history, such as…

  16. Coaches. A missing link in the health care system.

    PubMed

    Brown, B R; Butterfield, S A

    1992-02-01

    The number of children and adolescents who participate in interscholastic athletics demands attention to the quality of the coaching they receive and to the opportunities that the athlete-coach relationship provides for modification of high-risk behaviors, social skills training, and character formation. Although the need for coaches has increased due to the advent of girls' athletic programs, which was mandated by Title IX legislation, only a minority of states require certification for coaches who work in school systems. Four coaching curricula are summarized and contrasted: the American Coaching Effectiveness Program, the curriculum of the National Youth Sports Coaches Association, the Athletic Health Care System, and the Coach Effectiveness Training Program. Recommendations for coach certification by states, physician advocacy for coaching standards, and improved sports medicine services are discussed. PMID:1733152

  17. How Three Schools View the Success of Literacy Coaching: Teachers', Principals' and Literacy Coaches' Perceived Indicators of Success

    ERIC Educational Resources Information Center

    Ferguson, Kristen

    2014-01-01

    This paper investigates how the participants in literacy coaching (teachers, literacy coaches, and principals) perceive the success of their literacy coaching programs. This qualitative study uses data from interviews and observations of literacy coaching from three schools in Ontario, Canada. Four perceived indicators of success were found:…

  18. Anti-Hazing Strategies for Coaches and Administrators

    ERIC Educational Resources Information Center

    Crow, Brian; Ammon, Robin, Jr.; Phillips, Dennis R.

    2004-01-01

    Despite recent public attention and nationwide media coverage, hazing by members of sport teams in high schools and colleges continues at an alarming rate. Coaches and administrators who naively think hazing does not occur (or worse, overlook team initiations) are often surprised when a hazing problem is uncovered in their program. Hazing is…

  19. The Coach-of-Coaches Model for Preparing Rural Special Education Teachers.

    ERIC Educational Resources Information Center

    Cegelka, Patricia Thomas; Fitch, Suzanne; Alvarado, Jose Luis

    San Diego State University (California) has developed a coach-of-coaches model of providing support, assistance, and supervision to intern-teachers in its rural special education alternative credential program. Coaches, who are fully credentialed teachers with supervisory skills, make a minimum of nine direct and indirect (video analysis)…

  20. Defining the Constructs of Expert Coaching: A Q-Methodological Study of Olympic Sport Coaches

    ERIC Educational Resources Information Center

    DeWeese, Brad Heath

    2012-01-01

    The purpose of this study was to enhance the development of coaches for participation at International level competition through the improvement of coaching education programming. Although many studies have alluded to the benefit of various coaching education tactics, no study to date had set out to determine the constructs that define an expert…

  1. Sports Nutrition Knowledge Among Collegiate Athletes, Coaches, Athletic Trainers, and Strength and Conditioning Specialists

    PubMed Central

    Torres-McGehee, Toni M.; Pritchett, Kelly L.; Zippel, Deborah; Minton, Dawn M.; Cellamare, Adam; Sibilia, Mike

    2012-01-01

    Context: Coaches, athletic trainers (ATs), strength and conditioning specialists (SCSs), and registered dietitians are common nutrition resources for athletes, but coaches, ATs, and SCSs might offer only limited nutrition information. Little research exists about sports nutrition knowledge and current available resources for nutrition information for athletes, coaches, ATs, and SCSs. Objective: To identify resources of nutrition information that athletes, coaches, ATs, and SCSs use; to examine nutrition knowledge among athletes, coaches, ATs, and SCSs; and to determine confidence levels in the correctness of nutrition knowledge questions within all groups. Design: Cross-sectional study. Setting: National Collegiate Athletic Association Division I, II, and III institutions across the United States. Patients and Other Participants: The 579 participants consisted of athletes (n = 185), coaches (n = 131), ATs (n = 192), and SCSs (n = 71). Main Outcome Measure(s): Participants answered questions about nutrition resources and domains regarding basic nutrition, supplements and performance, weight management, and hydration. Adequate sports nutrition knowledge was defined as an overall score of 75% in all domains (highest achievable score was 100%). Results: Participants averaged 68.5% in all domains. The ATs (77.8%) and SCSs (81.6%) had the highest average scores. Adequate knowledge was found in 35.9% of coaches, 71.4% of ATs, 83.1% of SCSs, and only 9% of athletes. The most used nutrition resources for coaches, ATs, and SCSs were registered dietitians. Conclusions: Overall, we demonstrated that ATs and SCSs have adequate sports nutrition knowledge, whereas most coaches and athletes have inadequate knowledge. Athletes have frequent contact with ATs and SCSs; therefore, proper nutrition education among these staff members is critical. We suggest that proper nutrition programming should be provided for athletes, coaches, ATs, and SCSs. However, a separate nutrition program

  2. Athletic coaches as violence prevention advocates.

    PubMed

    Jaime, Maria Catrina D; McCauley, Heather L; Tancredi, Daniel J; Nettiksimmons, Jasmine; Decker, Michele R; Silverman, Jay G; O'Connor, Brian; Stetkevich, Nicholas; Miller, Elizabeth

    2015-04-01

    Adolescent relationship abuse (ARA) is a significant public health problem. Coaching Boys Into Men (CBIM) is an evidence-based ARA prevention program that trains coaches to deliver violence prevention messages to male athletes. Assessing acceptability and impact of CBIM on coaches may inform prevention efforts that involve these important adults in health promotion among youth. As part of a two-armed cluster-randomized controlled trial of CBIM in 16 high schools in Northern California, coaches completed baseline and postseason surveys (n = 176) to assess their attitudes and confidence delivering the program. Coaches in the intervention arm also participated in interviews (n = 36) that explored program acceptability, feasibility, and impact. Relative to controls, intervention coaches showed increases in confidence intervening when witnessing abusive behaviors among their athletes, greater bystander intervention, and greater frequency of violence-related discussions with athletes and other coaches. Coaches reported the program was easy to implement and valuable for their athletes. Findings illustrate the value of exploring attitudinal and behavioral changes among ARA prevention implementers, and suggest that coaches can gain confidence and enact behaviors to discourage ARA among male athletes. Coaches found the program to be feasible and valuable, which suggests potential for long-term uptake and sustainability. PMID:25015237

  3. Coaches' Manual.

    ERIC Educational Resources Information Center

    National Council of Secondary School Athletic Directors, Washington, DC.

    This manual focuses on the coach's relationships and interactions with students, school personnel, civic groups, and community agencies. The first chapter examines how athletics, as an integral part of education, can make a significant contribution (a) to the development of the individual, (b) in meeting society's needs, and (c) in transmitting…

  4. The Heart of Coaching

    ERIC Educational Resources Information Center

    Docheff, Dennis M.; Gerdes, Dan

    2015-01-01

    This article challenges coaches to address the more personal, human elements of coaching--the HEART of coaching. While there is much research on numerous aspects of coaching, this article provides ideas that make a lasting impact on the hearts of athletes. Using HEART as an acronym, five elements of effective coaching are presented: Humility,…

  5. What Good Coaches Do

    ERIC Educational Resources Information Center

    Knight, Jim

    2011-01-01

    Instructional coaching guru Jim Knight suggests that how we think about coaching can enhance or interfere with our success as a coach. He suggests that coaches take a partnership approach to collaboration and adopt seven principles that define how coaches interact with collaborating teachers: equality, choice, voice, reflection, dialogue, praxis,…

  6. Does "Word Coach" Coach Words?

    ERIC Educational Resources Information Center

    Cobb, Tom; Horst, Marlise

    2011-01-01

    This study reports on the design and testing of an integrated suite of vocabulary training games for Nintendo[TM] collectively designated "My Word Coach" (Ubisoft, 2008). The games' design is based on a wide range of learning research, from classic studies on recycling patterns to frequency studies of modern corpora. Its general usage and learning…

  7. Requirements To Obtain a Pupil Activity Validation To Direct, Supervise, or Coach a Pupil Activity Program (3301-27-01). Guidelines for School Administration and First Aid Program Providers.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Administrative Code 3301-27-01, revised in June 1995, replaces what was previously known as the sports medicine certification program. The revision changes requirements for individuals who supervise, direct, or coach a pupil activity program that involves athletes, routine/regular physical activity, or health and safety consideration as determined…

  8. Coaching Development: Methods for Youth Sport Introduction

    ERIC Educational Resources Information Center

    Vickers, Brad; Schoenstedt, Linda

    2011-01-01

    There are increasing demands and requirements in the coaching profession, and as a result, coaching education programs worldwide have seen an increase in overall participation. In addition, many schools and sport programs in the United States have begun to require a minimum standard of certification. This, in turn, has created sport-specific…

  9. Online coaching for a lower limb physical activity program for individuals at home with a history of venous ulcers.

    PubMed

    Kelechi, Teresa J; Green, Ashley; Dumas, Bonnie; Brotherton, Sandra S

    2010-01-01

    The goal of this preliminary study was to test a structured home-based chair physical activity (PA) intervention, using a "live" coach on the feasibility of using the Internet to work with patients who had a history of leg ulcers. A 10- to 15-minute lower limb PA protocol using resistance tubing and foot pushing and peddling devices were used in the study while the coach watched patients perform the activities three times over a 7-day period. The Internet for "live" coaching was found to be feasible and patient-acceptable. PMID:21057229

  10. Peer coaching: the next step in staff development.

    PubMed

    Waddell, Donna L; Dunn, Nancy

    2005-01-01

    A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development. PMID:15835584

  11. Summer of Champions. The Coach's Playbook. 1980 Alabama Summer Reading Program Manual.

    ERIC Educational Resources Information Center

    Alabama Public Library Service, Montgomery.

    This handbook provides ideas and guidelines for the management and development of a children's summer reading program that uses the resources provided by the Alabama Public Library Service. Chapters offer suggestions in the areas of program planning, reading requirements and records, publicity, program activities, and program evaluation. Samples…

  12. Coping Skills Training in a Telephone Health Coaching Program for Youth at Risk for Type 2 Diabetes

    PubMed Central

    Jefferson, Vanessa; Jaser, Sarah S.; Lindemann, Evie; Galasso, Pamela; Beale, Alison; Holl, Marita G.; Grey, Margaret

    2010-01-01

    Introduction The purpose of this paper is to describe components of a health coaching intervention based on coping skills training delivered via telephone. This intervention was provided to urban adolescents at risk for type 2 diabetes mellitus (T2DM), reinforcing a school-based curriculum designed to promote a healthy lifestyle and prevent T2DM. Method Health coaching via telephone was provided to at-risk, urban youth enrolled in a study of an intervention to reduce risk for T2DM. Vignettes are used to describe the use of several coping skills in this high risk youth population. Results A variety of vignettes illustrate how telephone health coaching reinforced lifestyle changes in students by incorporating coping skills training. Discussion Given the benefits and the challenges of the telephone health coaching intervention, several suggestions for others who plan to use a similar method are described. PMID:21514490

  13. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 1 2014-07-01 2014-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1)...

  14. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 31 Money and Finance: Treasury 1 2011-07-01 2011-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1)...

  15. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance: Treasury 1 2013-07-01 2013-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1)...

  16. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 31 Money and Finance: Treasury 1 2012-07-01 2012-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1)...

  17. The Development of an Infrastructure for a Model of Coaching Principals

    ERIC Educational Resources Information Center

    James-Ward, Cheryl

    2011-01-01

    This descriptive study investigates the development of a district leadership coaching program. Specifically, the study examines the creation of a coaching program for elementary principals, the first six months of monthly meetings between the coaches and district leaders, and the perceived utility of the meetings by the district coaches.…

  18. Transpersonal Coaching.

    PubMed

    Schaub, Bonney Gulino; White, Mary Beth

    2015-08-01

    These are just a few of many stories shared by patients who have benefited from transpersonal coaching. This practice blends well with holistic nursing and can be easily applied to a variety of situations and healthcare settings. When a holistic nurse works from the assumption that the transpersonal aspect of human nature is an objective fact, it is possible to help patients gain access to their transpersonal nature and thereby experience new feelings and insights. The insights usually come in the form of images and energies and provide the personality with a greater sense of wholeness and courage. PMID:26521625

  19. A Collaborative Professional Development Initiative Supporting Early Literacy Coaches

    ERIC Educational Resources Information Center

    Mraz, Maryann; Kissel, Brian; Algozzine, Bob; Babb, Julie; Foxworth, Kimberly

    2011-01-01

    Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach…

  20. Courage to Love: Coaching Dialogically toward Teacher Empowerment

    ERIC Educational Resources Information Center

    Wall, Heather; Palmer, Michelle

    2015-01-01

    Instructional coaches continue to be an important part of school reform and professional development, and yet few studies have examined the impact of the language coaches use when working with teachers. The authors work to contribute towards filling this gap by describing a self-study examining their own language as instructional coaches and its…

  1. Becoming a "Good Coach"

    ERIC Educational Resources Information Center

    Jacobs, Frank; Claringbould, Inge; Knoppers, Annelies

    2016-01-01

    The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would enable coaches to move closer to their…

  2. Considering Student Coaching

    ERIC Educational Resources Information Center

    Keen, James P.

    2014-01-01

    What does student coaching involve and what considerations make sense in deciding to engage an outside contractor to provide personal coaching? The author explores coaching in light of his own professional experience and uses this reflection as a platform from which to consider the pros and cons of student coaching when deciding whether to choose…

  3. Coaching for ADHD

    ERIC Educational Resources Information Center

    Murphy, Kevin; Ratey, Nancy; Maynard, Sandy; Sussman, Susan; Wright, Sarah D.

    2010-01-01

    Despite limited scientific study on ADHD coaching as an intervention for adults with ADHD, the field of ADHD coaching has grown significantly and gained popularity in recent years. ADHD coaching is becoming a bona fide profession where one must advance through a rigorous training process, in order to be certified as a professional ADHD coach.…

  4. Enhancing "OJT" Internships with Interactive Coaching

    ERIC Educational Resources Information Center

    Shoho, Alan R.; Barnett, Bruce G.; Martinez, Peter

    2012-01-01

    The intent of this article is to examine how the best type of internship, i.e., the full-time, job-embedded model can be enhanced using coaching. Before illustrating an exemplary internship program with coaching, this paper describes what an exemplary full-time, job-embedded internship experiences looks like and expounds on the importance of…

  5. Shattering the Glass Ceiling: Blacks in Coaching

    ERIC Educational Resources Information Center

    Hill, Fitzgerald

    2004-01-01

    During the 2003 football season, African Americans were employed as head coaches at five of the 117 NCAA Division I-A colleges and universities. At the conclusion of the 2003 season, there were 13 head coaching vacancies at Division I-A football programs; one African American was hired. Today, five African Americans have the responsibility of…

  6. Topical Concerns in the Poetry Coaching Dyad.

    ERIC Educational Resources Information Center

    Keefe, Carolyn

    Eight coaches of oral interpretation from colleges across the United States were asked to tape record the coaching sessions that brought eight novices to tournament readiness. All of the students used the same three-poem program on the general theme of animals and children, but each student was required to write the introduction and transitions.…

  7. Al Roy: The First Modern Strength Coach

    ERIC Educational Resources Information Center

    Todd, Terry

    2008-01-01

    This article presents a historical perspective through the story of Alvin Roy, the first modern strength coach. Roy went against the common belief in the 1950s that weight lifting made athletes slow and bulky. When the football coaches at Istrouma High School in Baton Rouge, Louisiana, allowed him to set up and supervise a weight-training program,…

  8. Coaching to Enhance Quality of Implementation in Prevention

    ERIC Educational Resources Information Center

    Dusenbury, Linda; Hansen, William B.; Jackson-Newsom, Julia; Pittman, Donna S.; Wilson, Cicely V.; Nelson-Simley, Kathleen; Ringwalt, Chris; Pankratz, Melinda; Giles, Steven M.

    2010-01-01

    Purpose: The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research-based drug prevention program and explore how coaching affects student outcomes. Design/methodology/approach: The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions.…

  9. Understanding and Promoting Fun in Youth Sport: Coaches' Perspectives

    ERIC Educational Resources Information Center

    Bengoechea, Enrique Garcia; Strean, William B.; Williams, D. J.

    2004-01-01

    Despite the importance of fun in initiating and sustaining sport involvement, and despite the critical role that coaches play in the success of youth sport programs, few attempts have been made at exploring coaches' perceptions of fun in youth sport. Eighteen youth sport coaches participated in semi-structured interviews. The purposes of this…

  10. Exploring the potential for changing gender norms among cricket coaches and athletes in India.

    PubMed

    Miller, Elizabeth; Das, Madhumita; Verma, Ravi; O'Connor, Brian; Ghosh, Sancheeta; Jaime, Maria Catrina D; McCauley, Heather L

    2015-02-01

    This study explored gender norms with cricket coaches and athletes in India to adapt a coach-delivered gender violence prevention program from the United States for the urban Indian context. Interviews and focus groups conducted among coaches and adolescent cricketers highlight the extent to which coaches and athletes articulate prevailing inequitable notions about gender and recognition of the power coaches wield. Adapting a violence prevention program that emphasizes gender norms change may be feasible with Indian cricket coaches but is likely to require attention to defining gender equity and challenging cultural assumptions with coaches prior to implementing the program with athletes. PMID:25540256

  11. The Evaluator as "Personal Coach."

    ERIC Educational Resources Information Center

    Hendricks, Michael

    1993-01-01

    A good formative evaluator, who helps programs become as effective as possible, behaves remarkably like a good personal coach. Nine ways in which a formative evaluator can help a program manager are listed, and implications for practicing evaluators and the evaluation profession are detailed. (SLD)

  12. Preliminary Data from the Caring for Older Adults and Caregivers at Home (COACH) Program: A Care Coordination Program for Home-Based Dementia Care and Caregiver Support in a Veterans Affairs Medical Center.

    PubMed

    D'Souza, Maria F; Davagnino, Judith; Hastings, S Nicole; Sloane, Richard; Kamholz, Barbara; Twersky, Jack

    2015-06-01

    Caring for Older Adults and Caregivers at Home (COACH) is an innovative care coordination program of the Durham Veteran's Affairs Medical Center in Durham, North Carolina, that provides home-based dementia care and caregiver support for individuals with dementia and their family caregivers, including attention to behavioral symptoms, functional impairment, and home safety, on a consultation basis. The objectives of this study were to describe the COACH program in its first 2 years of operation, assess alignment of program components with quality measures, report characteristics of program participants, and compare rates of placement outside the home with those of a nontreatment comparison group using a retrospective cohort design. Participants were community-dwelling individuals with dementia aged 65 and older who received primary care in the medical center's outpatient clinics and their family caregivers, who were enrolled as dyads (n = 133), and a control group of dyads who were referred to the program and met clinical eligibility criteria but did not enroll (n = 29). Measures included alignment with Dementia Management Quality Measures and time to placement outside the home during 12 months of follow-up after referral to COACH. Results of the evaluation demonstrated that COACH aligns with nine of 10 clinical process measures identified using quality measures and that COACH delivers several other valuable services to enhance care. Mean time to placement outside the home was 29.6 ± 14.3 weeks for both groups (P = .99). The present study demonstrates the successful implementation of a home-based care coordination intervention for persons with dementia and their family caregivers that is strongly aligned with quality measures. PMID:26032224

  13. Computer Problem-Solving Coaches

    NASA Astrophysics Data System (ADS)

    Hsu, Leon; Heller, Kenneth

    2005-09-01

    Computers might be able to play an important role in physics instruction by coaching students to develop good problem-solving skills. Building on previous research on student problem solving and on designing computer programs to teach cognitive skills, we are developing a prototype computer coach to provide students with guided practice in solving problems. In addition to helping students become better problem solvers, such programs can be useful in studying how students learn to solve problems and how and if problem-solving skills can be transferred from a computer to a pencil-and-paper environment.

  14. Use of Sports Science Knowledge by Turkish Coaches

    PubMed Central

    KILIC, KORAY; INCE, MUSTAFA LEVENT

    2015-01-01

    The purpose of this study is to examine the following research questions in Turkish coaching context: a) What are coaches’ perceptions on the application of sport science research to their coaching methods? b) What sources do coaches utilize to obtain the knowledge they need? c) What barriers do coaches encounter when trying to access and apply the knowledge they need for their sport? In addition, differences in research questions responses were examined based on gender, years of coaching experience, academic educational level, coaching certificate level, coaching team or individual sports, and being paid or unpaid for coaching. The participants were 321 coaches (255 men, 66 women) from diverse sports and coaching levels working in Ankara. The questionnaire “New Ideas for Coaches” by Reade, Rodgers and Hall (2008) was translated, adapted into Turkish, and validated for the current study. According to our findings among Turkish coaches, there is a high prevalence of beliefs that sport science contributes to sport (79.8%);however, there are gaps between what coaches are looking for and the research that is being conducted. Coaches are most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches in getting current information. The barriers to coaches’ access to sport science research are finding out the sources of information, being able to implement the sport science knowledge into the field of coaching, lack of monetary support in acquiring knowledge, and language barriers. Also, differences in perceptions and preferences for obtaining new information were identified based on coaches’ gender, coaching contexts (i.e., professional-amateur), coaching settings (i.e., team/individual), and their other demographic characteristics (i.e., coaching experience, coaching educational level, and coaching certificate level). Future coach education programs should emphasize the development of

  15. Coaches' assessment of their coaching efficacy compared to athletes' perceptions.

    PubMed

    Short, Sandra E; Short, Martin W

    2004-10-01

    This study compared coaches' assessments of their own coaching efficacy with their athletes' perceptions of the coaches' efficacy. Coaching efficacy was measured with the Coaching Efficacy Scale. Participants were 9 football coaches and 76 football players from the same team. Analysis indicated coaches were confident in their coaching abilities (range 6.5 to 9.0 on a 9-point scale). For 7 of the 9 coaches the coaches' ratings of themselves were higher than the athletes' ratings. For the other 2 coaches, athletes' ratings of coaches' efficacy were higher than the coaches' ratings of themselves. All coaches' ratings fell within the 95% confidence interval based on the athletes' ratings of the coaches' efficacy. Results are discussed in terms of the interplay between athletes and coaches efficacy beliefs and its influence on behavior. PMID:15560366

  16. Coaching Teachers on Instruction: Developing Instructional Leadership Capacity within a Principal Preparation Program

    ERIC Educational Resources Information Center

    Franey, John J.

    2013-01-01

    Over the last several decades, the role of the school site principal has shifted from a focus on school management to one on school leadership. Integral to this new focus is the ability of the principal to be an instructional leader, tasked with improving the instructional practices of teachers. Many principal preparation programs have adopted new…

  17. Addition of telephone coaching to a physiotherapist-delivered physical activity program in people with knee osteoarthritis: A randomised controlled trial protocol

    PubMed Central

    2012-01-01

    Background Knee osteoarthritis (OA) is one of the most common and costly chronic musculoskeletal conditions world-wide and is associated with substantial pain and disability. Many people with knee OA also experience co-morbidities that further add to the OA burden. Uptake of and adherence to physical activity recommendations is suboptimal in this patient population, leading to poorer OA outcomes and greater impact of associated co-morbidities. This pragmatic randomised controlled trial will investigate the clinical- and cost-effectiveness of adding telephone coaching to a physiotherapist-delivered physical activity intervention for people with knee OA. Methods/Design 168 people with clinically diagnosed knee OA will be recruited from the community in metropolitan and regional areas and randomly allocated to physiotherapy only, or physiotherapy plus nurse-delivered telephone coaching. Physiotherapy involves five treatment sessions over 6 months, incorporating a home exercise program of 4–6 exercises (targeting knee extensor and hip abductor strength) and advice to increase daily physical activity. Telephone coaching comprises 6–12 telephone calls over 6 months by health practitioners trained in applying the Health Change Australia (HCA) Model of Health Change to provide behaviour change support. The telephone coaching intervention aims to maximise adherence to the physiotherapy program, as well as facilitate increased levels of participation in general physical activity. The primary outcomes are pain measured by an 11-point numeric rating scale and self-reported physical function measured by the Western Ontario and McMaster Universities Osteoarthritis Index subscale after 6 months. Secondary outcomes include physical activity levels, quality-of-life, and potential moderators and mediators of outcomes including self-efficacy, pain coping and depression. Relative cost-effectiveness will be determined from health service usage and outcome data. Follow

  18. Perspectives on Agile Coaching

    NASA Astrophysics Data System (ADS)

    Fraser, Steven; Lundh, Erik; Davies, Rachel; Eckstein, Jutta; Larsen, Diana; Vilkki, Kati

    There are many perspectives to agile coaching including: growing coaching expertise, selecting the appropriate coach for your context; and eva luating value. A coach is often an itinerant who may observe, mentor, negotiate, influence, lead, and/or architect everything from team organization to system architecture. With roots in diverse fields ranging from technology to sociology coaches have differing motivations and experience bases. This panel will bring together coaches to debate and discuss various perspectives on agile coaching. Some of the questions to be addressed will include: What are the skills required for effective coaching? What should be the expectations for teams or individu als being coached? Should coaches be: a corporate resource (internal team of consultants working with multiple internal teams); an integral part of a specific team; or external contractors? How should coaches exercise influence and au thority? How should management assess the value of a coaching engagement? Do you have what it takes to be a coach? - This panel will bring together sea soned agile coaches to offer their experience and advice on how to be the best you can be!

  19. Team Dynamics. Implications for Coaching.

    ERIC Educational Resources Information Center

    Freishlag, Jerry

    1985-01-01

    A recent survey of coaches ranks team cohesion as the most critical problem coaches face. Optimal interpersonal relationships among athletes and their coaches can maximize collective performance. Team dynamics are discussed and coaching tips are provided. (MT)

  20. Continuation and Enhancement of the MPOWIR Program

    SciTech Connect

    Lozier, Susan

    2014-10-21

    MPOWIR is a community-based program that provides mentoring to physical oceanographers from late graduate school through early careers. The overall goal of MPOWIR is to make mentoring opportunities for junior physical oceanographers universally available and of higher quality by expanding the reach of mentoring opportunities beyond individual home institutions. The aim is to reduce the barriers to career development for all junior scientists in the field, with a particular focus on improving the retention of junior women. Over the past five years MPOWIR has expanded significantly. This funding cycle saw the development and enhancement of MPOWIR’s programs and outreach opportunities. MPOWIR’s main programmatic offerings are: mentor groups, a biannual conference, a website and blog, and town hall meetings at national events. Since 2009, MPOWIR has hosted 15 mentor groups, three Pattullo conferences, and created a website that has attracted over 50,000 visitors. MPOWIR’s mentoring groups and Pattullo conferences have reached more than 130 unique participants. Mentor Groups Mentor groups were established in the fall of 2008, and continue to gain momentum after 5 years. Since 2009, 11 groups have formed, with participants mainly, but not exclusively, drawn from Pattullo attendees. To gauge the impact of mentor groups, participants are surveyed approximately annually. Based on an extensive 2011 survey, 100% of mentoring group participants reported that they made progress on their stated scientific, professional, and personal goals. As part of these surveys, participants are asked what they value about their mentoring group, what the benefit of the mentoring group is to their current position, and they are asked questions about the logistics and setup of the groups. Based on the survey conducted in 2012, all participants rated participation in these groups a valuable experience, with particular value placed on feedback on professional development (100% Excellent to

  1. 76 FR 57637 - TRICARE; Continued Health Care Benefit Program Expansion

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-16

    ... of the Secretary 32 CFR Part 199 RIN 0720-AB30 TRICARE; Continued Health Care Benefit Program..., some MHS beneficiaries would not be eligible to purchase Continued Health Care Benefit Program (CHCBP... continued health care coverage for eligible beneficiaries who lose their MHS eligibility. It was...

  2. Certificate Programs in Continuing Professional Education.

    ERIC Educational Resources Information Center

    Craven, Ruth Falk; DuHamel, Martha Bassett

    2003-01-01

    Describes the proliferation of nursing certificates, which enable nurses to develop specialized skills or knowledge. Outlines factors to consider in program development: defining and leveraging provider strengths through alliances and collaborations, monitoring direct and indirect costs. Offers guidelines for developing certificate programs. (SK)

  3. Continuing Professional Education: A Spiritually Based Program.

    ERIC Educational Resources Information Center

    Miller, Lynda W.

    2000-01-01

    Parish nursing is a health promotion ministry that links faith and health. A continuing education course to prepare nurses for it addresses spiritual, emotional, physical, mental, cultural, and social dimensions. It includes reflective and self-assessment activities. (SK)

  4. Development of a career coaching model for medical students

    PubMed Central

    Hur, Yera

    2016-01-01

    Purpose: Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students. Methods: This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey. Results: The career coaching stages were defined as three big phases: The career coaching stages were defined as the “crystallization” period (Pre-medical year 1 and 2), “specification” period (medical year 1 and 2), and “implementation” period (medical year 3 and 4). Conclusion: The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level. PMID:26867586

  5. Leveling the playing field: the personal coach program as an innovative approach to assess and address the supportive care needs of underserved cancer patients.

    PubMed

    Hohenadel, Joanne; Kaegi, Elizabeth; Laidlaw, Jack; Kovacik, Galina; Cortinois, Andrea; Kang, Rita; Jadad, Alejandro R

    2007-04-01

    Supportive care addresses informational, social, emotional, spiritual, physical, and practical needs that impact the lives of patients and their families. Accessing supportive care services is particularly challenging for patients facing significant financial and social barriers. This report discusses the Personal Coach Program (PCP), which provides specially trained coach navigators of supportive care for cancer patients, with special focus on those facing the above-mentioned barriers. The PCP was piloted with 63 patients treated at the Princess Margaret Hospital in Toronto, Ontario, Canada. Patients faced barriers of language, poverty, culture, social isolation, and literacy. Triangulation was used to compare and contrast multiple sources of quantitative and qualitative evaluation data. Identifying appropriate patients for referral to the PCP was a major challenge. Six categories of unmet needs were identified: practical factors related to daily living, cancer information, emotional support, interaction with the healthcare team, problems with physical health,and factors related to family and friends. Many significant barriers to supportive care and unmet needs are not identified by time-pressured clinical staff in cancer clinics. The PCP helped to identify needs and to improve ability to access services. Participants were highly satisfied with the program and believed it had positive implications for both physical and emotional health. Based on these results, a demonstration model for a supportive-care program is proposed as an integral component of care for all cancer patients, including those at risk for underservice. PMID:17500506

  6. Improving college science teaching through peer coaching and classroom assessment

    SciTech Connect

    Sode, J.R.

    1994-12-31

    Peer coaching involves the observation of one teacher by another. This observation is accompanied by open and honest reflective discussion. The three main components of peer coaching are pre conference (for setting observation guidelines and building trust), observation (the sytematic collection of classroom data), and post conference (a non evaluative examination and discussion of the classroom). The non-evaluative post conference involves an examination of the teaching/learning process that occurred during the observation phase. In effective assessment, information on what and how well students are learning is used to make decisions about overall program improvement and to implement continuous classroom improvement. During peer coaching and assessment neither the instructor nor the students are formally evaluated. This session presents a sequential process in which the peer coaching steps of pre conference, observation, and post conference are combined with assessment to provide instructional guidance. An actual cast study, using the student complaint, {open_quotes}Lectures are boring and useless,{close_quotes} is used to demonstrate the process.

  7. Intensive English Language Programs: Continuing Education's Foreign Cousin.

    ERIC Educational Resources Information Center

    Pankowski, Mary L.; Maurice, Keith

    1986-01-01

    While intensive English programs have much in common with continuing education, problems of student balance, classroom management, and unique cultural pressures separate them from the mainstream of continuing education and require creative and individualized solutions. (Author/MSE)

  8. Teaching as Coaching

    ERIC Educational Resources Information Center

    Smoyak, Shirley A.

    1978-01-01

    Graduate nurse educators could profit by adopting the teaching perspective of athletic coaches, which would result in focusing on students' learning histories to identify both strengths and weaknesses. The author compares aspects of coaching athletes with teaching nurses, recommending the coaches' methods of individual evaluation and feedback. (MF)

  9. Developing Continuity through Long-Term Programming

    ERIC Educational Resources Information Center

    Kohler, Michelle

    2003-01-01

    This paper describes a project that set out to explore teachers' engagement with the issue of continuity in teaching, learning, and assessment as a central dimension of transition. The project revealed that teachers are deeply concerned with questions such as what progress students are making and how to maximise students' learning in the short and…

  10. Longer term impact of the mass media campaign to promote the Get Healthy Information and Coaching Service®: increasing the saliency of a new public health program.

    PubMed

    O'Hara, Blythe J; Phongsavan, Philayrath; Gebel, Klaus; Banovic, Debbie; Buffett, Kym M; Bauman, Adrian E

    2014-11-01

    The Get Healthy Information and Coaching Service® (GHS) was introduced in New South Wales in February 2009. It used mass reach media advertising and direct mail and/or proactive marketing to recruit participants. This article reports on the long-term impact of the campaign on GHS participation from July 2011 to June 2012. A stand-alone population survey collected awareness, knowledge, and behavioral variables before the first advertising phase, (n = 1,544, August-September 2010), during the advertising period (n = 1,500, February-March 2011; n = 1,500, June-July 2011; n = 1,500, February 2012), and after the advertising period (n = 1,500, June-July 2012). GHS usage data (n = 6,095) were collated during July 2011-June 2012. Unprompted and prompted awareness of GHS mass media significantly increased (0% to 8.0%, p < .001; and 14.1% to 43.9%, p < .001, respectively) as well as knowledge and perceived effectiveness of the GHS. Those from the lowest three quintiles of socioeconomic disadvantage and respondents who were overweight or obese were significantly more likely to report prompted campaign awareness. The majority (84.4%) of new GHS calls occurred when television advertising was present. Participants who cited mass media as their referral source were significantly more likely to enroll in the intensive coaching program. Mass media campaigns remain an effective method of promoting a telephone-based statewide lifestyle program. PMID:24662895

  11. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty's Career Satisfaction and Confidence in Providing Student Career Coaching.

    PubMed

    Waddell, Janice; Spalding, Karen; Navarro, Justine; Gaitana, Gianina

    2015-01-01

    As career satisfaction has been identified as a predictor of retention of nurses across all sectors, it is important that career satisfaction of both new and experienced nursing faculty is recognized in academic settings. A study of a curriculum-based career planning and development (CPD) program was conducted to determine the program's effects on participating students, new graduate nurses, and faculty. This third in a series of three papers reports on how the CPD intervention affected faculty participants' sense of career satisfaction and confidence in their role as career educators and coaches. Faculty who participated in the intervention CPD intervention group reported an increase in confidence in their ability to provide career coaching and education to students. They further indicated that their own career development served to enhance career satisfaction; an outcome identified as a predictor of faculty career satisfaction. Study results suggest that interventions such as the one described in this paper can have a potentially positive impact in other settings as well. PMID:26618575

  12. Continuous Risk Management: A NASA Program Initiative

    NASA Technical Reports Server (NTRS)

    Hammer, Theodore F.; Rosenberg, Linda

    1999-01-01

    NPG 7120.5A, "NASA Program and Project Management Processes and Requirements" enacted in April, 1998, requires that "The program or project manager shall apply risk management principles..." The Software Assurance Technology Center (SATC) at NASA GSFC has been tasked with the responsibility for developing and teaching a systems level course for risk management that provides information on how to comply with this edict. The course was developed in conjunction with the Software Engineering Institute at Carnegie Mellon University, then tailored to the NASA systems community. This presentation will briefly discuss the six functions for risk management: (1) Identify the risks in a specific format; (2) Analyze the risk probability, impact/severity, and timeframe; (3) Plan the approach; (4) Track the risk through data compilation and analysis; (5) Control and monitor the risk; (6) Communicate and document the process and decisions.

  13. Blueprint for prescriber continuing education program.

    PubMed

    2012-06-01

    On October 25, 2011, the Center for Drug Evaluation and Research (CDER) of the Food and Drug Administration (FDA) posted online this Blueprint for Prescriber Continuing Education, labeled "final," relating to extended-release and long-acting opioids. The pending FDA Risk Evaluation Management Strategy (REMS) requires prescriber education. This document provides guidance to sponsors of these dosage forms in developing the prescvriber education component of their REMS. This report was posted online by the federal agency on October 25, 2011 at: http://www.fda.gov/downloads/drugs/drugsafety/informationbydrugclass/ucm277916.pdf. It is in the public domain. PMID:22764849

  14. Behavioral Characteristics of "Favorite" Coaches: Implications for Coach Education

    ERIC Educational Resources Information Center

    Stewart, Craig; Owens, Lynn

    2011-01-01

    The purpose of this paper was to use athletes' and former athletes' memories of their favorite coach to improve coach education curriculum. Player preferences of coaching behavior can affect both their attitudes toward their sport experiences and team performance. By identifying positive coaching behaviors as recalled by athletes, coach educators…

  15. Budgeting and Control of Pharmacy Continuing Education Programs.

    ERIC Educational Resources Information Center

    Gagnon, Jean Paul

    1978-01-01

    Cash budgeting concepts employed in businesses are discussed, the results of a survey of pharmacy school continuing education directors regarding their budgeting procedures are described, and suggestions on how a pharmacy school's continuing education program could be budgeted are offered. A control form for program revenues is appended. (JMD)

  16. 33 CFR Appendix A to Part 263 - History of Program and Project Limitations Continuing Authorities Program

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Limitations Continuing Authorities Program A Appendix A to Part 263 Navigation and Navigable Waters CORPS OF ENGINEERS, DEPARTMENT OF THE ARMY, DEPARTMENT OF DEFENSE CONTINUING AUTHORITIES PROGRAMS Pt. 263, App. A Appendix A to Part 263—History of Program and Project Limitations Continuing Authorities Program...

  17. The Coach and the Evaluator

    ERIC Educational Resources Information Center

    Tschannen-Moran, Bob; Tschannen-Moran, Megan

    2011-01-01

    Evaluation and coaching should not be linked, these authors argue. Although it's tempting for evaluators to identify deficiencies and then specify coaching as a remediation strategy, doing so turns coaching into a consequence of a poor evaluation and termination into a consequence of failed coaching. Another mistake is to use coaching as a data…

  18. Literacy Coaches' Perspectives of Themselves as Literacy Leaders: Results from a National Study of K-12 Literacy Coaching and Leadership

    ERIC Educational Resources Information Center

    Calo, Kristine M.; Sturtevant, Elizabeth G.; Kopfman, Kimberly M.

    2015-01-01

    As the face of education and the demands on teachers continues to change in the 21st century, so does the role of the literacy coach in schools across the country. This article explores the changing roles and responsibilities of literacy coaches by sharing the results of a study of 270 literacy coaches around the country. In this article, we share…

  19. 49 CFR 452.7 - Continuous examination program.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...), Attn: Office of Operating and Environmental Standards, U.S. Coast Guard Stop 7509, 2703 Martin Luther King Jr. Avenue SE., Washington, DC 20593-7509. When submitting a continuous examination program...

  20. Credentialed Chefs as Certified Wellness Coaches: Call for Action.

    PubMed

    Polak, Rani; Sforzo, Gary A; Dill, Diana; Phillips, Edward M; Moore, Margaret

    2015-12-01

    Beneficial relationships exist between food preparation skills and improved dietary quality, and between times spent preparing food and mortality. Food shopping, meal planning, preparation and cooking skills are valuable in supporting good health. Thus experts are proposing nutritional counseling be expanded to include these beneficial behavioral skills. Educational programs delivered by chefs have recently emerged as a way to improve engagement with nutritional guidelines. It is reasonable to assume that a chef with behavior change knowledge and skills, such as coaching, may be more effective in facilitating behavior change. We encourage chefs who wish to be involved in promoting health-related behavior change to consider continuing education in coaching knowledge and skills. We also recommend culinary schools to consider offering these courses, to aspiring chefs. Such programming will not only benefit future clients but also offers a career- enriching professional opportunity to chefs. Credentialed chefs can make a positive health impact and should be included as professionals who are eligible for the impending national certification of health and wellness coaches. PMID:26172566

  1. Peer coaching: an overlooked resource.

    PubMed

    McQuiston, Linda Smith; Hanna, Kimberly

    2015-01-01

    The authors present an innovative pedagogical approach to peer coaching using senior leadership and junior medical/surgical nursing students within the acute care clinical setting. The collaboration among faculty, staff, and students developed awareness of thinking critically, reasoning, and using effective clinical judgment. Through the use of Lasater's Clinical Judgment Rubric, student reflections provided insight to the program's effectiveness and use of alternative clinical experiences. PMID:25350051

  2. 33 CFR Appendix A to Part 263 - History of Program and Project Limitations Continuing Authorities Program

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 33 Navigation and Navigable Waters 3 2011-07-01 2011-07-01 false History of Program and Project Limitations Continuing Authorities Program A Appendix A to Part 263 Navigation and Navigable Waters CORPS OF... Appendix A to Part 263—History of Program and Project Limitations Continuing Authorities Program...

  3. 33 CFR Appendix A to Part 263 - History of Program and Project Limitations Continuing Authorities Program

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 33 Navigation and Navigable Waters 3 2010-07-01 2010-07-01 false History of Program and Project Limitations Continuing Authorities Program A Appendix A to Part 263 Navigation and Navigable Waters CORPS OF... Appendix A to Part 263—History of Program and Project Limitations Continuing Authorities Program...

  4. 33 CFR Appendix A to Part 263 - History of Program and Project Limitations Continuing Authorities Program

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 33 Navigation and Navigable Waters 3 2013-07-01 2013-07-01 false History of Program and Project Limitations Continuing Authorities Program A Appendix A to Part 263 Navigation and Navigable Waters CORPS OF... Appendix A to Part 263—History of Program and Project Limitations Continuing Authorities Program...

  5. 33 CFR Appendix A to Part 263 - History of Program and Project Limitations Continuing Authorities Program

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 33 Navigation and Navigable Waters 3 2014-07-01 2014-07-01 false History of Program and Project Limitations Continuing Authorities Program A Appendix A to Part 263 Navigation and Navigable Waters CORPS OF... Appendix A to Part 263—History of Program and Project Limitations Continuing Authorities Program...

  6. Continuing Day Treatment Programs Promote Recovery in Schizophrenia

    PubMed Central

    2009-01-01

    Continuing day treatment programs focus on community stabilization through comprehensive individualized rehabilitation. They promote recovery through a variety of practical clinical therapeutic interventions. This empirically based report describes a continuing day treatment program’s rehabilitation of four clients with schizophrenia, chronic type in a western New York mental health clinic who were in each of the specialty services: a two-phase program, a program for seniors, and a program for co-occurring substance dependence. Some particularly difficult psychiatric symptoms of schizophrenia were successfully treated in this continuing day treatment program. Each of these clients showed improvements in their symptoms and overall community adjustment that may well have been unobtainable with less intensive outpatient treatment. PMID:19724730

  7. Understanding Coach-Based Professional Development in "Reading First": How Do Coaches Spend Their Time and How Do Teachers Perceive Coaches' Work?

    ERIC Educational Resources Information Center

    Scott, Sarah E.; Cortina, Kai S.; Carlisle, Joanne F.

    2012-01-01

    The "Reading First" ("RF") program placed emphasis on professional development as a means of improving early elementary reading instruction. For many states literacy coaching was an important component of the professional development provided for teachers. The purpose of this article is to examine coaching in the early years of Michigan's "RF"…

  8. Innovations in Continuing Education. 1983 Award-Winning New Programs.

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Washington, DC.

    Presented are four award-winning projects from the 1983 American College Testing Program (ACT)/National University Continuing Education Association (NUCEA) competition for innovations in continuing education. The projects are categorized according to educational audience. In the category of instruction "Seminars, Courses, and Workshops for…

  9. Innovations in Continuing Education. 1981 Award-Winning New Programs.

    ERIC Educational Resources Information Center

    National Univ. Continuing Education Association, Washington, DC.

    Descriptions are provided of the six programs selected as award-winning innovations on the basis of universal application and potential for greatest impact for the improvement of continuing education. Each description contains this information: program name, name of principal person, name and institution to whom award would be made, source of…

  10. Indian Education - Post School Highlights: Regional Continuing Education Programs.

    ERIC Educational Resources Information Center

    Department of Indian Affairs and Northern Development, Toronto (Ontario). Education Div.

    Summarizing Canada's Regional Continuing Education Programs for the 1972-74 fiscal years, this document indicates support for solid education programs for the development of Indians in their communities. Brief summations are presented for the following regions: Maritime Region (1972-73 was a peak year for on-the-job training placements with…

  11. Coaching in Community Settings.

    ERIC Educational Resources Information Center

    Nettles, Saundra Murray

    1993-01-01

    Develops a framework for promoting effective coaching, in the sense of encouraging children's achievement, in community settings for children of different ages. Effective coaches perform the following tasks: (1) teach; (2) assess performance; (3) structure the learning environment; and (4) provide social support. (SLD)

  12. Lesson Study: Beyond Coaching

    ERIC Educational Resources Information Center

    Lewis, Catherine; Perry, Rebecca; Foster, David; Hurd, Jacqueline; Fisher, Linda

    2011-01-01

    The authors assert that lesson study--a collaborative, teacher-led approach to learning from practice--offers a deeper, broader, more sustainable method of improving teacher practice than one-on-one coaching does. In lesson study, teachers and coaches of all levels of experience can work together, each bringing his or her own professional…

  13. Coaches as System Leaders

    ERIC Educational Resources Information Center

    Fullan, Michael; Knight, Jim

    2011-01-01

    The role of school leadership--of principals and coaches--must be played out on a systems level to get widespread and sustainable improvement. Successful, whole-system education reform relies on capacity building, teamwork, pedagogy, and systemic reform. The strategies of good coaches and the right drivers for whole-system reform go hand in hand.…

  14. Quality Coaching Counts

    ERIC Educational Resources Information Center

    Gould, Daniel

    2016-01-01

    Scholastic sport is a double-edged sword that can have positive or negative effects. Whether those effects are positive or negative depends on those who wield that sword--chiefly, the school's sports coach. While it is clear that coaches make a difference in ensuring that educational athletics lead to beneficial outcomes for student-athletes, a…

  15. Coaching for Balance.

    ERIC Educational Resources Information Center

    Larson, Bonnie

    2001-01-01

    Discusses coaching for balance the integration of the whole self: physical (body), intellectual (mind), spiritual (soul), and emotional (heart). Offers four ways to identify problems and tell whether someone is out of balance and four coaching techniques for creating balance. (Contains 11 references.) (JOW)

  16. Coaching Conversations for Beginners

    ERIC Educational Resources Information Center

    Paramore, Tonia Bowden

    2007-01-01

    Taking on the role of literacy coach can be a daunting task for even seasoned educators. In this article, the author examines her experiences in this role as work for a university class she was taking. In a sense, she "tries on" the coaching role in order to discover if it is a job she would truly be willing to take. She discusses the…

  17. A Coaching Psychology Perspective

    ERIC Educational Resources Information Center

    Palmer, Stephen

    2008-01-01

    In "Psychology in its place" (2008), John Radford considers "what is or should be the "place" of Psychology in education, more particularly Higher Education". In this article, the author looks at the possible inclusion of coaching psychology within undergraduate psychology programmes. Coaching psychology as an applied area of psychology…

  18. Planning Your Journey in Coaching: Building a Network for Success

    ERIC Educational Resources Information Center

    Van Mullem, Pete; Croft, Chris

    2015-01-01

    A coach develops his or her craft by reflecting on previous playing experiences (Erickson, Côté, & Fraser-Thomas, 2007) and continuing to seek learning opportunities through a variety of informal and non-formal learning methods (e.g. discussion with other coaches, trial and error, observation, advice of a mentor, clinics, web sites, books and…

  19. Developing Coaching Pedagogy: Seeking a Better Integration of Theory and Practice

    ERIC Educational Resources Information Center

    Jones, Robyn; Morgan, Kevin; Harris, Kerry

    2012-01-01

    Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this…

  20. Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

    ERIC Educational Resources Information Center

    Sugar, William; van Tryon, Patricia J. Slagter

    2014-01-01

    In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for…

  1. Building successful student-athlete coach relationships: examining coaching practices and commitment to the coach.

    PubMed

    Rezania, Davar; Gurney, Robert

    2014-01-01

    In this study we utilized the concept of commitment to explain the impact of coaching practices on student-athlete's behaviour. We examined the impact of commitment to the coach on the coaching outcome of in-role behaviour, and the influence of coaching practices, of information sharing, training, and encouraging teamwork, on the formation of relationships. We adopted measures from the organizational behaviour literature and surveyed student-athletes at two universities in Canada. The sample included data from 165 student-athletes from two universities. Results from structural equation modeling indicate support for the effect of coaching practices on commitment to the coach. Results also support the effect of commitment to the coach on the student-athletes' role behaviour and performance. By showing that coaching practices impact commitment to the coach, and that commitment to the coach impacts student-athlete role behaviour and performance, the findings have important implications for a better understanding of the determinants of coaches' and athletes' performance. The managerial significance of this research rests in the insight provided into how coaching practices influence athlete's behaviour through commitment to the coach. This study contributes to the literature on coach-athlete relationship within universities and colleges by applying the concept of commitment to the coach. This helps diversity research approaches to understanding coach-athlete relationships and extends prior research on commitment by looking at the context of the relationship between the student-athlete and their coach. PMID:25105087

  2. The Evolution of Peer Coaching.

    ERIC Educational Resources Information Center

    Showers, Beverly; Joyce, Bruce

    1996-01-01

    Examines the history of peer coaching, describes changes in coaching practice, and makes recommendations for its future. Consultants have found that all teachers must agree to be members of peer coaching study teams, verbal feedback must be omitted, "coaching" must be clearly defined, and collaborative teamwork increases teacher learning in…

  3. Community ownership and program continuation following a health demonstration project.

    PubMed

    Bracht, N; Finnegan, J R; Rissel, C; Weisbrod, R; Gleason, J; Corbett, J; Veblen-Mortenson, S

    1994-06-01

    Community ownership and maintenance of heart health programs was a major study goal of the Minnesota Heart Health Program (MHHP), a community-based National Heart, Blood and Lung Institute (NIH)-funded demonstration project. A partnership between the University of Minnesota and three Upper Midwest intervention communities was initiated in 1981. Local citizen boards were instrumental in planning, implementing and incorporating programs. Through an 8 year process of community organization, training and volunteer involvement, MHHP educational program responsibility was transferred to existing community-based groups and organizations. In 1989, when federal funding was withdrawn, 70% of all heart health intervention programs initiated by MHHP were being continued by local sponsors and supported by local funds. By 1992, maintenance of programs had decreased to an average 60%. Differential results of program incorporation among the three intervention communities are presented including findings on community sectors that most frequently sponsored programs. Factors that facilitate or impede local ownership are discussed. Research on longer-term maintenance of heart health programs in the three communities continues. PMID:10150448

  4. Coaching and the SAT® I. Research Notes. RN-06

    ERIC Educational Resources Information Center

    Powers, Donald E.; Camara, Wayne J.

    1999-01-01

    The relationship between coaching and subsequent performance on the SAT I is a complex issue. Overall, anecdotal reports from one or two students and even studies that gauge the effects of coaching by examining the score gains for students who have enrolled in these programs are highly misleading and will not present an accurate picture of the…

  5. Working as a Learning Coach Team in Action Learning.

    ERIC Educational Resources Information Center

    O'Neil, Judy A.; Lamm, Sharon L.

    2000-01-01

    A team of learning coaches facilitated an action learning group in a public utility. The coaches' diversity raised interpersonal issues but added a wealth of perspectives and experience. Important components were team formation, a balance of program and individual needs, and group diversity. (SK)

  6. USA Track & Field Coaching Manual. USA Track & Field.

    ERIC Educational Resources Information Center

    USA Track and Field, Inc., Indianapolis, IN.

    This book presents comprehensive, ready-to-apply information from 33 world-class coaches and experts about major track and field events for high school and college coaches. The volume features proven predictive testing procedures; detailed event-specific technique instruction; carefully crafted training programs; and preparation and performance…

  7. Benefits of Coaching on Test Scores Seen as Negligible.

    ERIC Educational Resources Information Center

    Report on Education Research, 1983

    1983-01-01

    THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: A new study by a pair of Harvard University researchers discounts earlier findings that coaching can substantially improve student performance on the Scholastic Aptitude Test (SAT). "There is simply insufficient evidence that large score increases are a result of a coaching program," write Rebecca…

  8. The Use of between Session Assignments in ADHD Coaching with College Students

    ERIC Educational Resources Information Center

    Prevatt, Frances; Lampropoulos, Georgios K.; Bowles, Vernessa; Garrett, Lori

    2011-01-01

    Objective: To provide an analysis of the use of between session assignments (BSA) in ADHD coaching with college students. The article provides a description of the structure and process of using BSA in an academic setting. Method: A brief survey of ADHD coaches is used to evaluate 13 coaching clients engaged in an 8-week structured program. A case…

  9. Minority Coaches Are Still Scarce in Big-Time College Football

    ERIC Educational Resources Information Center

    Sander, Libby

    2007-01-01

    The number of minority coaches leading the nation's largest collegiate football programs remains low, with 13 of the 241 head-coaching positions in Divisions I-A and I-AA held by members of minority racial or ethnic groups, a report on hiring practices released last week by the organization Black Coaches & Administrators (BCA) says. Only two…

  10. Changes in Coaching Study Design Shed Light on How Features Impact Teacher Practice. Lessons from Research

    ERIC Educational Resources Information Center

    Killion, Joellen

    2016-01-01

    Teacher coaching is a powerful form of professional learning that improves teaching practices and student achievement, yet little is known about the specific aspects of coaching programs that are more effective. Researchers used a blocked randomized experiment to study the effects of one-to-one coaching on teacher practice. When pooled across all…

  11. Leadership Coaching for Educators:Bringing Out the Best in School Administrators

    ERIC Educational Resources Information Center

    Reiss, Karla

    2006-01-01

    In this resource, educational coach Karla Reiss helps superintendents, principals, and teachers understand the fundamentals of effective leadership coaching programs that result in long-lasting educational change. Using a balance of theory and practice, Reiss offers 11 core competencies adopted by the rapidly growing coaching profession including…

  12. The Essential Components of Coach Training for Mental Health Professionals: A Delphi Study

    ERIC Educational Resources Information Center

    Moriarity, Marlene Therese

    2010-01-01

    Purpose. The purpose of this study was to discover how coach training experts define coaching and what they would identify to be the essential components of a coach training program for mental health professionals. Methods. A panel of nine experts, through an iterative Delphi process of responding to three rounds of questionnaires, provided…

  13. Exploring Mechanisms of Effective Teacher Coaching: A Tale of Two Cohorts From a Randomized Experiment

    ERIC Educational Resources Information Center

    Blazar, David; Kraft, Matthew A.

    2015-01-01

    Although previous research has shown that teacher coaching can improve teaching practices and student achievement, little is known about specific features of effective coaching programs. We estimate the impact of MATCH Teacher Coaching (MTC) on a range of teacher practices using a blocked randomized trial and explore how changes in the coaching…

  14. A Case Study of Secondary District-Level Literacy Coaches' Beliefs about How to Teach Reading

    ERIC Educational Resources Information Center

    Crawford, Pamela Sharp

    2012-01-01

    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.…

  15. Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Murray, Sarah; Ma, Xin; Mazur, Joan

    2009-01-01

    The authors examined peer coaching in the context of the Mentored Implementation Program developed in the Appalachian Mathematics and Science Partnership. The experimental design contained 6 teachers receiving peer coaching with their 202 students and 5 teachers in the control group with their 105 students. Teachers considered peer coaching a…

  16. Florida's Middle School Reading Coaches: What Do They Do? Are They Effective? Research Brief

    ERIC Educational Resources Information Center

    Marsh, Julie A.; McCombs, Jennifer Sloan; Lockwood, J.R.; Martorell, Francisco; Gershwin, Daniel; Naftel, Scott; Le, Vi-Nhuan; Shea, Molly; Barney, Heather; Crego, Al

    2008-01-01

    This research brief reports the results of a study examining the implementation and effectiveness of a middle school reading coach program in Florida. The study found that districts tended to establish similar policies and supports for coaches regarding hiring, compensation, evaluation, and training. School-based reading coaches in Florida divided…

  17. Capacity Building and Districts' Decision to Implement Coaching Initiatives

    ERIC Educational Resources Information Center

    Mangin, Melinda M.

    2014-01-01

    The United States has experienced tremendous growth in the development of coaching initiatives including professional training programs, state endorsements and resources for coaches. These developments bring attention to the potential for coaching to improve education. They also raise the question of how best to facilitate implementation in local…

  18. Coaching to Enhance Quality of Implementation in Prevention.

    PubMed

    Dusenbury, Linda; Hansen, William B; Jackson-Newsom, Julia; Pittman, Donna; Wilson, Cicely; Simley, Kathleen; Ringwalt, Christopher; Pankratz, Melinda; Giles, Steven

    2010-01-01

    PURPOSE: This study describes topics covered by coaches assisting teachers implementing a research-based drug prevention program and explores how coaching affected student outcomes. DESIGN: The All Stars drug prevention curriculum was implemented by 16 urban teachers who received four coaching sessions. Two coaches participated. Coaches were interviewed by investigators to assess topics covered. Students completed pretest-posttest measures of mediators and substance use behaviors. FINDINGS: The average teacher was coached on 11.7 different topics, out of a total of 23 topics. Coaching topics most heavily emphasized included: introduction and wrap up; time management; general classroom management; teacher's movement around the class; asking open-ended questions; using students' questions, comments and examples to make desired points; general preparation; engaging high-risk youth; reading from the curriculum; implementing activities correctly; focusing on objectives and goals; maintaining a focus on the task; and improving depth of understanding. Seven coaching topics were found to relate to changes in student mediators and behavior. RESEARCH LIMITATIONS/IMPLICATIONS: The current study was exploratory. Future research should explore how teachers develop the particular skills required by prevention programs and how coaches can assist them. PRACTICAL IMPLICATIONS: We postulate five levels of skill development which coaches may address: (1) fundamental teaching skills, (2) mechanics of program delivery, (3) development of an interactive teaching style, (4) effective response to student input, and (5) effective tailoring and adaptation. ORIGINALITY/VALUE: This represents one of a very few studies that explores how coaching impacts outcomes in substance abuse prevention. PMID:22022672

  19. Coach Mid-Season Replacement and Team Performance in Professional Soccer

    PubMed Central

    Lago-Peñas, Carlos

    2011-01-01

    The coaching carousel or turnover is an extreme but frequently occurring phenomenon in soccer. Among the reasons for firing a coach, the most common is the existence of a shock-effect: a new coach would be able to motivate the players better and therefore to improve results. Using data from the Spanish Soccer League during the seasons from 1997–1998 to 2006–2007, this paper investigates the relationship between team performance and coach change over time. The empirical analysis shows that the shock effect of a turnover has a positive impact on team performance in the short term. Results reveal no impact of coach turnover in the long term. The favourable short-term impact on team performance of a coach turnover is followed by continued gradual worsening of results. The turnover effect is nonexistent when the comparison between the new coach and the old coach is done over 10, 15 or 20 matches before and after termination. PMID:23487177

  20. The Cracker-Barrel Classroom: Rural Programming for Continuing Education

    ERIC Educational Resources Information Center

    Horejsi, Charles R.; Deaton, Robert L.

    1977-01-01

    Common problems and issues related to programming for continuing education in social work and efforts to deal with them are described. It is shown that rurality has a definite impact on the content, structure, and methods used, and that demographic factors and organizational characteristics must be considered. (Author/LBH)

  1. Why Do Nurses Come to Continuing Education Programs?

    ERIC Educational Resources Information Center

    Dolphin, Nancy Wentworth

    1983-01-01

    This study was conducted to measure the variations and intensities of attendance motivations of registered nurses in continuing education programs with a nursing focus. Data analysis revealed that there were multiple attendance motivation factors and that most participants ranked more than one factor as being of highest importance to them.…

  2. Continuing Professional Education Programs of Voluntary Health Agencies.

    ERIC Educational Resources Information Center

    American Medical Association, Chicago, IL.

    Organizational objectives and professional continuing education programs of ten voluntary health agencies--Allergy Foundation of America, American Cancer Society, American Heart Association, Arthritis Foundation, National Association for Mental Health, National Foundation for Infantile Paralysis, National Society for the Prevention of Blindness,…

  3. Community Service and Continuing Education. Program Abstracts. Second Edition.

    ERIC Educational Resources Information Center

    Miller, Lorna M., Ed.

    This comprehensive volume of innovative continuing education programs contains complete descriptions of some 750 cross-indexed projects in four general areas--human resource development, natural resource development, economic development, and community development--directed at community problems that can benefit from adult education. It brings…

  4. THE CONTINUOUS FLOW ANALYZER AUTOMATION SYSTEM. PART III -- PROGRAM DOCUMENTATION

    EPA Science Inventory

    This report contains complete documentation for the 21 programs and eight data files of the EPA Continuous Flow Analyzer Automation System. This system can receive lists of samples from the Sample File Control System and return the measured concentrations to that system. It is ca...

  5. Closing the Loop on a Continuous Program Improvement Process

    ERIC Educational Resources Information Center

    Booth, Vickie; Booth, Larry

    2010-01-01

    The WebBSIT, a Bachelor of Science in Information Technology, is a fully online degree offered through a consortium of five University System of Georgia institutions. This paper begins by summarizing the change management system developed for continuous program improvement. Analysis of data should drive improvement, closing the loop. The balance…

  6. Voluntary Professional Credentialing Programs. A Resource Handbook for Continuing Educators.

    ERIC Educational Resources Information Center

    Hanniford, Barbara, Ed.

    This handbook describes 77 voluntary programs offering professional credentialing for people in a wide range of professional and occupational fields. Each description lists credentials, organization offering credentials, initial credentialing requirements, credential renewal requirements (if any), continuing education approval process, and other…

  7. Tips for labor coaches

    MedlinePlus

    You have a big job as the labor coach. You are the main person who will: Help the mother as labor begins at ... how to comfort and support her when the big day arrives. Get to know the hospital. Take ...

  8. Tips for labor coaches

    MedlinePlus

    ... some tips for getting prepared. Before the big day arrives Labor coaches should go to childbirth classes ... get through her labor and delivery. When the day arrives You might be at the hospital for ...

  9. A comparison of three continuous and four shuttle anticoccidial programs.

    PubMed

    Guneratne, J R; Gard, D I

    1991-09-01

    Continuous programs of a combination of narasin (40 ppm) and nicarbazin (40 ppm) (NaNi), narasin at levels of 60 and 70 ppm, and a 2 by 2 factorial shuttle design (NaNi or nicarbazin at 125 ppm, each for 27 or 28 days, followed by narasin at 60 or 70 ppm to termination), were compared with unmedicated controls for their anticoccidial efficacy and growth performance in nine broiler trials conducted in seven countries outside the United States. Cecal coccidial lesions were reduced only by treatments that incorporated nicarbazin either at the 40-ppm level in NaNi or at 125 ppm, whereas total intestinal lesion scores were reduced by all the anticoccidial programs tested. At Day 28, the three treatments containing NaNi and the treatment containing narasin at 60 ppm significantly improved weight gain and feed efficiencies over the two treatments containing nicarbazin at 125 ppm and the unmedicated controls. At termination all the anticoccidial programs significantly decreased the mortality rate and improved bird weights and feed efficiencies. Birds on the treatments containing NaNi either in the two shuttle programs or in the continuous program were significantly heavier than those on the two treatments containing nicarbazin at 125 ppm in shuttle programs. PMID:1780259

  10. Coaching "Callings" throughout the Adult Life Cycle.

    ERIC Educational Resources Information Center

    Hudson, Frederic M.

    2001-01-01

    The process of "callings" continues throughout life. Coaching can connect the present to the future in a meaningful way. Callings represent a value shift requiring revision of the nature and scope of one's central purpose in life and meaningful activities. (JOW)

  11. Coaching the new central service employee to success.

    PubMed

    Robinson, V M

    1990-01-01

    Many benefits can be reaped by the central service department that provides an effective coaching program for new employees. A smooth transition into the department will increase new employee satisfaction and, in the long term, should have a positive impact on employee retention. In addition, well-trained employees project a positive image of your department and increase department productivity. Experienced central service personnel possess extensive knowledge and skill and when they coach, they are excellent resources for new employees. An additional benefit is that coaches experience greater job satisfaction and feel like a valuable part of the team. By utilizing the coaching process, coaches can ensure that new employees become effectively oriented to central service and satisfied, productive members of your department. PMID:10104859

  12. An Evaluation of Management Training and Coaching

    ERIC Educational Resources Information Center

    Berg, Morten Emil; Karlsen, Jan Terje

    2012-01-01

    Purpose: The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this has on management behaviour and development. Design/methodology/approach: This is a qualitative case study of a management development program. The empirical…

  13. Coaching Considerations: FAQs Useful in the Development of Literacy Coaching

    ERIC Educational Resources Information Center

    Fisher, Douglas

    2012-01-01

    The National Advisory Board for the Literacy Coaching Clearinghouse have identified a number of considerations that it believed needed further discussion as schools, districts, and states embrace literacy coaching. It negotiated and discussed a number of issues surrounding coaching and agreed on 10 key ideas that should be part of the discussions…

  14. Manager Coaching Skills: What Makes a Good Coach?

    ERIC Educational Resources Information Center

    Graham, Steven; And Others

    1994-01-01

    Discusses the concept of managers as coaches and summarizes a study that was conducted to evaluate coaching skills among sales managers by using telephone interviews with employees to collect data regarding managers' effectiveness in eight coaching skills. Behaviors associated with high and low rankings are identified. (Contains 26 references.)…

  15. Evaluation of an Assertive Continuing Care Program for Hispanic Adolescents

    PubMed Central

    Strunz, Eric; Jungerman, Joanna; Kinyua, Juliet; Frew, Paula M.

    2015-01-01

    Purpose: This study evaluated an Adolescent Community Reinforcement Approach (A-CRA) and Assertive Continuing Care (ACC) program targeting Hispanic adolescents at risk for substance abuse. Method: The Clinic for Education, Treatment, and Prevention of Addiction (CETPA, Inc.), a behavioral health provider offering culturally appropriate substance use and mental health services, carried out the intervention. We examined longitudinal substance use data in relation to time spent in the program and possible confounders. Results: We analyzed data from 72 adolescent clients collected between 2010 and 2012. Self-reported data were evaluated to determine if time spent in the program was associated with substance use reduction. The data were correlated, zero-inflated, and overdispersed; consequently, we employed a mixed-effects zero-inflated negative-binomial model. Time spent in CETPA’s program was significantly associated with reductions in the number of days of substance use (p = .039), but not with the likelihood of fully abstaining from use (p = .290). For non-abstinent participants who spend a year in the program, our models revealed an average decline of 46% in reported days of substance use. Conclusions: A culturally tailored and age-appropriate substance abuse program for Hispanic adolescents resulted in a significant reduction of the numbers of days using alcohol, drugs, or other illicit substances. The A-CRA/ACC approach can yield successful results in culturally diverse settings. PMID:26156933

  16. Continuing medical education, needs assessment, and program development: theoretical constructs.

    PubMed

    Aherne, M; Lamble, W; Davis, P

    2001-01-01

    Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, economic, and technical forces that demand greater account-ability and responsiveness from physicians, CME units are challenged to transform their cultures and structures from models that deliver education to models that support the facilitation of learning for enhanced competence and performance. This article describes key change forces for physicians and brings program development and needs assessment into focus for the discussion. The impact of change forces on program development and needs assessment are examined, and some techniques to move beyond the traditional approach of felt needs are presented as a way of enabling strategic administrative planning and change management. PMID:11291588

  17. The Principal as Formative Coach

    ERIC Educational Resources Information Center

    Nidus, Gabrielle; Sadder, Maya

    2011-01-01

    Formative coaching, an approach that uses student work as the foundation for mentoring and professional development, can help principals become more effective instructional leaders. In formative coaching, teaches and coaches analyze student work to determine next steps for instruction. This article shows how a principal can use the steps of the…

  18. The Power of Virtual Coaching

    ERIC Educational Resources Information Center

    Rock, Marcia L.; Zigmond, Naomi P.; Gregg, Madeleine; Gable, Robert A.

    2011-01-01

    Amid budget cuts in U.S. public schools, the spotlight is on how to make less effective teachers more effective--fast. The authors describe virtual coaching--in which a coach interacts electronically with a teacher as a lesson unfolds--as a promising way to help teachers with weak teaching skills. Virtual coaching uses online and mobile technology…

  19. Literacy Coaching for School Leaders

    ERIC Educational Resources Information Center

    Taylor, Rosemarye T.; Moxley, Dale; Boulware, Don

    2007-01-01

    In this article, the authors explore which conditions support the success of literacy coaches. Because the literacy coach position is a relatively new one, this article examines some of the questions related to designing and implementing the position of the literacy coach, and the potential influence of the position on student achievement. The…

  20. Dynamic Programming for Structured Continuous Markov Decision Problems

    NASA Technical Reports Server (NTRS)

    Dearden, Richard; Meuleau, Nicholas; Washington, Richard; Feng, Zhengzhu

    2004-01-01

    We describe an approach for exploiting structure in Markov Decision Processes with continuous state variables. At each step of the dynamic programming, the state space is dynamically partitioned into regions where the value function is the same throughout the region. We first describe the algorithm for piecewise constant representations. We then extend it to piecewise linear representations, using techniques from POMDPs to represent and reason about linear surfaces efficiently. We show that for complex, structured problems, our approach exploits the natural structure so that optimal solutions can be computed efficiently.

  1. Implementation of a Values Training Program in Physical Education and Sport: Perspectives from Teachers, Coaches, Students, and Athletes

    ERIC Educational Resources Information Center

    Koh, Koon Teck; Ong, Shu Wen; Camiré, Martin

    2016-01-01

    Background: Past research has shown that under the right conditions, youth can learn values through physical education and sport (PES). Although some programs have been developed using PES as a means to foster positive development, a limited amount of research has specifically addressed how stakeholders believe this type of material can be…

  2. Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program

    ERIC Educational Resources Information Center

    Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen

    2014-01-01

    Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…

  3. Transference of Responsibility Model Goals to the School Environment: Exploring the Impact of a Coaching Club Program

    ERIC Educational Resources Information Center

    Walsh, David S.; Ozaeta, Jimmy; Wright, Paul M.

    2010-01-01

    Background: The Teaching Personal and Social Responsibility Model (TPSR) has been used throughout the USA and in several other countries to integrate systematically life skill development within physical activity-based programs. While TPSR is widely used in practice and has a growing empirical base, few studies have examined the degree of…

  4. Innovations in Continuing Education. 1979 Award-Winning New Programs. NUEA-ACT Series on Continuing Education. No. 5.

    ERIC Educational Resources Information Center

    National Univ. Extension Association, Washington, DC.

    Seven 1979 innovative programs in continuing education are described which won awards from the American College Testing Program and the National University Extension Association. Awards were granted according to programs' transferability, innovativeness, workability, and impact in one of four categories: instructional programs, student services…

  5. Creating a Supportive Environment among Youth Football Players: A Qualitative Study of French and Norwegian Youth Grassroots Football Coaches

    ERIC Educational Resources Information Center

    Larsen, Torill; Van Hoye, Aurelie; Tjomsland, Hege Eikeland; Holsen, Ingrid; Wold, Bente; Heuzé, Jean-Philippe; Samdal, Oddrun; Sarrazin, Philippe

    2015-01-01

    Purpose: The health promoting benefits of sport participation are under-utilized and should be further developed, particularly at the grassroots level. The purpose of this paper is to examine how grassroots coaches in youth football perceive their coaching practices after participating in a community-based coach education program aimed at…

  6. Improving awareness, accountability, and access through health coaching

    PubMed Central

    Liddy, Clare; Johnston, Sharon; Irving, Hannah; Nash, Kate; Ward, Natalie

    2015-01-01

    Abstract Objective To assess patients’ experiences with and perceptions of health coaching as part of their ongoing care. Design A qualitative research design using semistructured interviews that were recorded and transcribed verbatim. Setting Ottawa, Ont. Participants Eleven patients (> 18 years of age) enrolled in a health coaching pilot program who were at risk of or diagnosed with type 2 diabetes. Methods Patients’ perspectives were assessed with semistructured interviews. Interviews were conducted with 11 patients at the end of the pilot program, using a stratified sampling approach to ensure maximum variation. Main findings All patients found the overall experience with the health coaching program to be positive. Patients believed the health coaching program was effective in increasing awareness of how diabetes affected their bodies and health, in building accountability for their health-related actions, and in improving access to care and other health resources. Conclusion Patients perceive one-on-one health coaching as an acceptable intervention in their ongoing care. Patients enrolled in the health coaching pilot program believed that there was an improvement in access to care, health literacy, and accountability, all factors considered to be precursors to behavioural change. PMID:25932483

  7. The Crucial Coaching Relationship

    ERIC Educational Resources Information Center

    Scales, Peter C.

    2016-01-01

    One of the most powerful ways to boost the payoff from school sports lays in helping coaches build developmental relationships with student-athletes. Developmental relationships are close connections through which young people develop character skills to discover who they are, gain the ability to shape their own lives, and learn how to interact…

  8. Drugs and the Coach.

    ERIC Educational Resources Information Center

    Clarke, Kenneth S., Ed.

    This volume is based on the premise that professional preparation for coaching should include viable experiences in drug education, with particular reference to coping with drug-related problems. The first section provides general information on the purposes and effects of drugs, controls, and concepts of doping. The second section deals with four…

  9. Coaching preferences of athletes.

    PubMed

    Terry, P C; Howe, B L

    1984-12-01

    The study examined the coaching preferences of 80 male and 80 female athletes, as measured by the Leadership Scale for Sports (Chelladurai and Saleh, 1978, 1980). In addition, it attempted to assess the applicability to sport of the Life-cycle and Path-goal theories of leadership. Comparisons between groups were made on the basis of sex, age, and type of sport. A MANOVA indicated that athletes in independent sports preferred more democratic behaviour (p less than .001) and less autocratic behaviour (p = .028) than athletes in interdependent sports. No differences in coaching preferences were found which could be attributed to the age or sex of the athlete, or the variability of the sports task. These results partially supported the Path-goal theory, but did not support the Life-cycle theory. Athletes of all groups tended to favour coaches who displayed training behaviour and rewarding behaviour "often", democratic behaviour and social support behaviour "occasionally", and autocratic behaviour "seldom". This consistency may be a useful finding for those organizations and institutions interested in preparing coaches. PMID:6525751

  10. From Teaching to Coaching

    ERIC Educational Resources Information Center

    Zuspan, Tara

    2013-01-01

    In the course of transitioning from classroom teacher to math instructional coach, Tara Zuspan identified critical themes and lessons she had learned. She focused her efforts on building relationships, partnering with the principal, understanding the process of change, and providing teachers with opportunities to collaborate. These intentional…

  11. Coaching the Vegetarian Athlete

    ERIC Educational Resources Information Center

    Mandali, Swarna L.

    2011-01-01

    Good nutrition is important for optimal athletic performance. Adolescent athletes often depend on their coaches for nutritional information on weight management, dietary supplements, and dietary practices. Some dietary practices, such as vegetarianism, have the potential to be harmful to the adolescent athlete if not followed with careful…

  12. Coaching the "Critters."

    ERIC Educational Resources Information Center

    Colvert, Audra L.

    The purpose of this paper is to create a guide for beginning coaches of the "communication analysis" event in forensics and to attempt to arouse interest in the activity. According to the paper, the American Forensic Association defines communication analysis as an original speech designed to offer an explanation and/or evaluation of a…

  13. Executive Coaching Practices in the Adult Workplace

    ERIC Educational Resources Information Center

    Campone, Francine

    2015-01-01

    This chapter provides an overview of key principles and practices in executive coaching. Coaching is discussed as a reflective learning opportunity and offers the theoretical grounding, strategies, and case studies for each of four key elements of a coaching engagement.

  14. Computer problem-solving coaches for introductory physics: Design and usability studies

    NASA Astrophysics Data System (ADS)

    Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

    2016-06-01

    The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

  15. Coaching the toxic leader.

    PubMed

    de Vries, Manfred F R Kets

    2014-04-01

    In his work as an executive coach, psychotherapist Kets de Vries sometimes comes across bosses with mental demons. The four kinds he encounters most frequently are pathological narcissists, who are selfish and entitled, have grandiose fantasies, and pursue power at all costs; manic-depressives, who can leave a trail of emotional blazes behind them; passive-aggressives, who shy away from confrontation but are obstructive and under-handed; and the emotionally disconnected--literal-minded people who cannot describe or even recognize their feelings. Left unchecked, these personalities can warp the interactions, plans, and systems of entire organizations. But with appropriate coaching, toxic bosses can learn to manage their conditions and become effective mentors and leaders. This article describes how to recognize each pathology and, step by step, guide people who suffer from it toward healthier and more-productive interactions. PMID:24830286

  16. Health Coaching the Worker With Celiac Disease.

    PubMed

    Smith, Letha

    2016-06-01

    L.Y., a 52-year-old project manager, had a series of minor epistaxis episodes while at work. After seeing his primary care physician, he was diagnosed with anemia which was attributed to the epistaxis. After being evaluated by an ear, nose, and throat (ENT) specialist for treatment of the epistaxis, anemia continued. Eventually, he was diagnosed with celiac disease. Implications for health coaching are explored. PMID:26681604

  17. A Minority High School Uses Peer Coaching as a Forum for Dialogue To Better Understand Diversity.

    ERIC Educational Resources Information Center

    Askins, Billy E.; Blide, Patti

    This report describes the implementation and operation of a 6-month peer coaching program, "Collegial Coaching: Transfer of Learning through Reflective Practice," at Estacado High School in Lubbock (Texas). The program was originally designed to assist teachers to improve their own management and instruction in the classroom. However, it was…

  18. Elements of an Art - Agile Coaching

    NASA Astrophysics Data System (ADS)

    Lundh, Erik

    This tutorial gives you a lead on becoming or redefining yourself as an Agile Coach. Introduction to elements and dimensions of state-of-the-art Agile Coaching. How to position the agile coach to be effective in a larger setting. Making the agile transition - from a single team to thousands of people. How to support multiple teams as a coach. How to build a coaches network in your company. Challenges when the agile coach is a consultant and the organization is large.

  19. La Hague Continuous Improvement Program: Enhancement of the Vitrification Throughput

    SciTech Connect

    Petitjean, V.; De Vera, R.; Hollebecque, J.F.; Tronche, E.; Flament, T.; Pereira Mendes, F.; Prod'homme, A.

    2006-07-01

    The vitrification of high-level liquid waste produced from nuclear fuel reprocessing has been carried out industrially for over 25 years by AREVA/COGEMA, with two main objectives: containment of the long lived fission products and reduction of the final volume of waste. At the 'La Hague' plant, in the 'R7' and 'T7' facilities, vitrified waste is obtained by first evaporating and calcining the nitric acid feed solution-containing fission products in calciners. The product-named calcinate- is then fed together with glass frit into induction-heated metallic melters to produce the so-called R7/T7 glass, well known for its excellent containment properties. Both facilities are equipped with three processing lines. In the near future the increase of the fuel burn-up will influence the amount of fission product solutions to be processed at R7/T7. As a consequence, in order to prepare these changes, it is necessary to feed the calciner at higher flow-rates. Consistent and medium-term R and D programs led by CEA (French Atomic Energy Commission, the AREVA/COGEMA's R and D and R and T provider), AREVA/COGEMA (Industrial Operator) and AREVA/SGN (AREVA/COGEMA's Engineering), and associated to the industrial feed back of AREVA/COGEMA operations, have allowed continuous improvement of the process since 1998: - The efficiency and limitation of the equipment have been studied and solutions for technological improvements have been proposed whenever necessary, - The increase of the feeding flow-rate has been implemented on the improved CEA test rig (so called PEV, Evolutional Prototype of Vitrification) and adapted by AREVA/SGN for the La Hague plant using their modeling studies; the results obtained during this test confirmed the technological and industrial feasibility of the improvements achieved, - After all necessary improved equipments have been implemented in R7/T7 facilities, and a specific campaign has been performed on the R7 facility by AREVA/COGEMA. The flow-rate to the

  20. International Arctic Sea Ice Monitoring Program Continues Into Second Summer

    NASA Astrophysics Data System (ADS)

    Overland, James; Eicken, Hajo; Meier, Walt; Wiggins, Helen

    2009-09-01

    Rapid and extreme environmental changes are occurring in the Arctic. To increase the understanding of these changes, a Web-based Sea Ice Outlook program that was initiated in May 2008 has continued for a second summer in 2009 (http://www.arcus.org/search/seaiceoutlook). Here the term “outlook” refers to a procedure where investigators were asked in early June to provide projections of the mean sea ice extent for September, and to explain the rationale for their estimates. The outlook, initiated by the Study of Environmental Arctic Change (SEARCH), was developed in response to the dramatic decrease in the areal extent of sea ice in summer 2007, when the extent dropped to a value of 39% below the average sea ice extent for 1979-1999 and 23% below the previous record minimum extent in 2005 (Figure 1). An effective response to such radical changes in sea ice extent requires enhanced, rapid communication within the Arctic science community to observe and understand Arctic processes as new information becomes available.

  1. Advocating for Coaching Education with the New "National Coaching Report"

    ERIC Educational Resources Information Center

    Bodey, Kimberly J.; Brylinsky, Jody; Kuhlman, Jolynn

    2008-01-01

    There is much variability in coach preparation across the United States. No one model of coach development seems to fit the needs of all levels of sport competition or the wide variety of consumers. Moreover, there are many entities involved in prescribing requirements such as national governing bodies, state legislatures and boards of education,…

  2. Athletes' Evaluations of Their Head Coach's Coaching Competency

    ERIC Educational Resources Information Center

    Myers, Nicholas D.; Feltz, Deborah L.; Maier, Kimberly S.; Wolfe, Edward W.; Reckase, Mark D.

    2006-01-01

    This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate men's (n = 8) and women's (n = 13) soccer and women's ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional…

  3. What Great Coaches Do Differently: 11 Elements of Effective Coaching

    ERIC Educational Resources Information Center

    Haworth, Rob; Whitaker, Todd

    2010-01-01

    Why do some athletic coaches succeed every season while others suffer loss after loss? This book describes the beliefs, behaviors, and attitudes of great athletic coaches. Where do they focus their attention? How do they spend their time and energy? And how can others gain the same advantages? Here, Rob Haworth and Todd Whitaker describe the…

  4. How Coaching Forensics Made Me a Better Writing Coach

    ERIC Educational Resources Information Center

    Williamson, Lynette

    2007-01-01

    The author, a high school teacher and forensics coach, describes ways to teach writing--including on-demand essays--that draw on successful practices she developed in coaching. Students learn the importance of using personal conviction and qualified thesis statements to build arguments, as well as learning "The Debater Four-Step," an effective…

  5. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What is the Rehabilitation Continuing Education Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION REHABILITATION CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program?...

  6. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the Rehabilitation Continuing Education Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION REHABILITATION CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program?...

  7. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Rehabilitation Continuing Education Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION REHABILITATION CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program?...

  8. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What is the Rehabilitation Continuing Education Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION REHABILITATION CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program?...

  9. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Continuing Education Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION REHABILITATION CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program?...

  10. Recruit Coaches and Athletes to Help Battle Drugs.

    ERIC Educational Resources Information Center

    Woolf, Norma Bennett

    1986-01-01

    Describes a successful drug and alcohol prevention program developed at Forest Hills School District (Ohio). The program uses athletic coaches to recruit student athletes to support the antidrug program and to bring peer pressure to bear in discouraging drug and alcohol use by their teammates and other students. (MD)

  11. Instructional Coaching and Emotional Intelligence

    ERIC Educational Resources Information Center

    Avant, Rue Celia

    2012-01-01

    School site-based instructional coaching is a form of job-embedded professional development for teachers and an element of school reform. Coaches are hired based upon their pedagogical knowledge, content expertise, prior teaching experience, and "people skills." They are adept at handling a variety of social interactions at school sites,…

  12. The Early Childhood Coaching Handbook

    ERIC Educational Resources Information Center

    Rush, Dathan D.; Shelden, M'Lisa L.

    2011-01-01

    Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.…

  13. Embracing Coaching as Professional Development

    ERIC Educational Resources Information Center

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  14. Coaches Guide to Sport Administration.

    ERIC Educational Resources Information Center

    Leith, Larry M.

    This guide for athletic coaches offers a practical approach to the administrative functions of organizing, planning, leading, and controlling. Included are chapters on coaching administration, fund raising, organizing competitions, and designing effective budgets and controls. The guide addresses the following topics: (1) the categories of…

  15. Coaches, Sexual Harassment and Education

    ERIC Educational Resources Information Center

    Fasting, Kari; Brackenridge, Celia

    2009-01-01

    Sexual harassment in sport has become an active research field within the past decade yet we know relatively little about the characteristics of the harassing coach. How are harassing coaches characterised by their victims, that is, the athletes themselves? Do they demonstrate specific kinds of behaviours? One purpose of this article is to address…

  16. Relational Demography in Coaching Dyads

    ERIC Educational Resources Information Center

    Sagas, Michael; Paetzold, Ramona; Ashley, Frank

    2005-01-01

    The decline in the proportion of female head coaches in the intercollegiate ranks is one of the most significant issues in the realm of women's sports today. To extend the body of research that has studied this topic, we investigated the impact relational demographic effects on the work attitudes of coaches, which differs from previous research…

  17. Sports Psychology and the Coach.

    ERIC Educational Resources Information Center

    Cohen, Greta L., Ed.

    This monograph documents the speeches presented at the 1988 Symposium on Sports Psychology and the Coach. Presentations ranged from empirical research studies to anecdotal methodologies for coping with problems of anxiety. The following presentations are included: (1) "The Coach as Psychologist: When and How" (Robert Rotella); (2) "Psychology for…

  18. A Word to the Coach.

    ERIC Educational Resources Information Center

    Meeker, Mary

    1987-01-01

    The need for coaches to help their athletically gifted students also achieve academic success is discussed. Three old but widely held concepts are disputed: (1) the gifted need no coaching; (2) intelligence is inherited; and (3) a physically skilled child should learn to read easily. Several case histories are included. (VW)

  19. Designing a Technology Coach

    PubMed Central

    ROGERS, WENDY A.; ESSA, IRFAN A.; FISK, ARTHUR D.

    2012-01-01

    FEATURE AT A GLANCE Technology in the home environment has the potential to support older adults in a variety of ways. We took an interdisciplinary approach (human factors/ergonomics and computer science) to develop a technology “coach” that could support older adults in learning to use a medical device. Our system provided a computer vision system to track the use of a blood glucose meter and provide users with feedback if they made an error. This research could support the development of an in-home personal assistant to coach individuals in a variety of tasks necessary for independent living. PMID:22545001

  20. Utilizing Modern Technology in Adult and Continuing Education Programs.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Curriculum Development.

    This publication, designed as a supplement to the manual entitled "Managing Programs for Adults" (1983), provides guidelines for establishing or expanding the use of video and computers by administration and staff of adult education programs. The first section presents the use of video technology for program promotion, instruction, and staff…

  1. How the Iranian Football Coaches and Players Know About Doping?

    PubMed Central

    Seif Barghi, Tohid; Halabchi, Farzin; Dvorak, Jiri; Hosseinnejad, Heydar

    2015-01-01

    Background: Nowadays, doping is an intricate dilemma. Football is the nationally popular sport in Iran. On the other hand, doping is a serious health hazard sport faces today. Studies dealing with athletes’ knowledge, attitudes and behavior concerning doping in football are scarce. Objectives: Therefore, we aimed to investigate the knowledge and attitudes toward doping among the football coaches and players. Patients and Methods: In a cross sectional study, 375 participants (239 football players and 136 coaches) were studied. A specially made questionnaire was applied. In this study, football teams of different provinces of the country were selected by randomized clustered sampling and questionnaires were distributed among coaches and players. Results: Knowledge of football coaches and players in three categories of doping definitions, recognition of prohibited drugs and side effects of anabolic steroids was poor or moderate in 45.3%, 88.5% and 96.5%, respectively. Conclusions: Football players and coaches have poor knowledge about doping in Iran. Moreover, they believe in some inappropriate myths without any scientific or rational basis.It seems necessary to design a comprehensive educational program for all of the athletes and coaches in Iran. PMID:26448840

  2. "It's about Improving My Practice": The Learner Experience of Real-Time Coaching

    ERIC Educational Resources Information Center

    Sharplin, Erica J.; Stahl, Garth; Kehrwald, Ben

    2016-01-01

    This article reports on pre-service teachers' experience of the Real-Time Coaching model, an innovative technology-based approach to teacher training. The Real-Time Coaching model uses multiple feedback cycles via wireless technology to develop within pre-service teachers the specific skills and mindset toward continual improvement. Results of…

  3. Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

    ERIC Educational Resources Information Center

    Wilson, Kaitlyn P.; Dykstra, Jessica R.; Watson, Linda R.; Boyd, Brian A.; Crais, Elizabeth R.

    2012-01-01

    Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early…

  4. Understanding How Ontario High School Teacher-Coaches Learn to Coach

    ERIC Educational Resources Information Center

    Winchester, Geoff; Culver, Diane; Camiré, Martin

    2013-01-01

    Background: There are approximately 52,000 teacher-coaches coaching 750,000 high school student-athletes in Canada. Despite this large population, Canadian high school teacher-coaches remain relatively unstudied. High school coaches in Canada are often asked to coach sports with which they are unfamiliar, and because they are not required to…

  5. In Pursuit of Becoming a Senior Coach: The Learning Culture for Australian Football League Coaches

    ERIC Educational Resources Information Center

    Mallett, Clifford J.; Rossi, Tony; Rynne, Steven B.; Tinning, Richard

    2016-01-01

    Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL--the peak organisation for…

  6. Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure up?

    ERIC Educational Resources Information Center

    Doherty-Restrepo, Jennifer L.; Hughes, Brian J.; Del Rossi, Gianluca; Pitney, William A.

    2009-01-01

    Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities.…

  7. Instructional Coaching in One Middle School

    ERIC Educational Resources Information Center

    Krohn, Cheryl Ann

    2013-01-01

    This qualitative study examines a model of instructional coaching in a middle school using interviews and observations of both teachers and their coaches. During the 2012-2013 school year, Creekside Middle School implemented a new model of instructional coaching that differed from the traditional model of coaching; it focused on student learning…

  8. How to Develop a Coaching Eye

    ERIC Educational Resources Information Center

    Feger, Stephanie; Woleck, Kristine; Hickman, Paul

    2004-01-01

    What skills are needed for coaching? What coaching strategies enhance the coach-teacher interaction? What kinds of support do coaches need? The Center for the Enhancement of Science and Mathematics Education at Northeastern University (CESAME) and The Education Alliance at Brown University analyzed an online seminar for elementary mathematics…

  9. National Standards for Athletic Coaches. ERIC Digest.

    ERIC Educational Resources Information Center

    Brylinsky, Jody

    This digest asserts that the question of coach preparation and training has become a priority issue for many schools and communities, though the research is limited. It examines reasons to have coach education; the scope of sport participation; the status of coach education and training in the United States; National standards for coach education;…

  10. Failure to Rehire: Why Coaches Get Fired

    ERIC Educational Resources Information Center

    Stewart, Craig

    2014-01-01

    The purpose of this work was to identify reasons coaches were not rehired in public school coaching positions. The intent was to use this information for content modification of courses in coach education. At the entry level, coaches are too often concerned only with their particular sport and how to develop successful athletes or winning teams.…