Views of Coaching Practice Expressed by School-Based Coaches

This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant\u27s observations about another coach\u27s practice would be a useful tool for examining participants\u27 beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches\u27 views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching cycle: 1) coaching relationships; 2) the use of praise by the coach; 3) discussions of student learning; 4) how coaches respond to teachers\u27 questions; 5) how coaches prompt reflection; 6) how coaches address teacher knowledge and learning; 7) discussions of mathematics content; and, 8) facilitation of the coaching session. The analysis also revealed that these themes correspond to accepted domains of coaching knowledge reported in the coaching literature

Modification of Calgary Cambridge for Indonesian medical students: Communication guidelines

Effective communication skill applied by doctors in the doctor-patient consultation process becomes one of important factors that can improve the consultation outcomes such as patient satisfaction, adherence to treatment and recovery process. However, effective doctor-patient communication is rarely applied in practice. Limited consultation time, patient overload, doctor burnout, and poor communication skills are among the factors that cause ineffective doctor-patient communication process. This study aimed to develop a new effective communication guideline for doctor-patient communication in Indonesia by modifying the Calgary Cambridge medical interview guide. This study uses qualitative approach within four stages: expert panel, student panel and focus group discussion, expert review, and trials. Informants were chosen purposively. Three points of high category, 24 points of middle category and 44 points of low category are resulted from expert panel stage which consists of specialist representatives from 12 clinical divisions in Dr. Moehammad Hoesin central public hospital (RSMH), Palembang, South Sumatera, Indonesia. The high and middle category were discussed by two groups of internships doctors in RSMH in student panel and focus group discussion (FGD) session. The results were validated by a doctor-patient communication expert (expert reviewer) and then tested by the internship doctors through role play at the trial stage. The final result yields eight main points and eleven effective tips of the Calgary Cambridge Guide checklist modification with five to six minutes effective consultation time. This modified guideline is appropriately applicable for doctor-patient communication in daily consultation in Indonesian practical, social and cultural context

Eight Essential Principles for Improving Grading

Done well, grading can play a key role in a balanced district assessment system

Focal Spot, Spring 2005

https://digitalcommons.wustl.edu/focal_spot_archives/1099/thumbnail.jp

Conference Program [2006]

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Annual Conference Program

Professional and Organizational Development Network in Higher Education: Mission Statement Welcome, by Lynn Sorenson (Conference Chair), Ed Jensen (Program Coordinator), David Graf (Mgr. of Administrative Services) 1996-97 Core Committee Executive Directors/Presidents Acknowledgments Conference Overview Change

Conference Program [2006]

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Hearing the student voice : promoting and encouraging the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education

This is an ESCalate development project led by Fiona Campbell of Napier University that was completed in 2007. The Hearing the Student Voice project aimed to promote and encourage the use of the student voice to enhance the effectiveness of academic professional development and ultimately the learning experience of students. Students can have a powerful impact on academic professional development aimed at enhancing learning, teaching and assessment practice. By providing qualitative insights about the nature of their learning experience, students can bring both valid and valuable viewpoints and motivate staff who are engaged by the students' perspective and often admire their perspicacity. This report records the progress and achievements of the Hearing the Student Voice project, funded by ESCalate to promote and encourage the use of the student voice to enhance the effectiveness of academic professional development in learning, teaching and assessment practice and ultimately the learning experience of students. The report has been written by the team representing the four universities who collaborated on the projec

Evaluating the State of Departmental Student-Employee Training and Employment

Student-employment is an important aspect of a college student’s experience. According to Kathman and Kathman (2000), students benefit from an on-campus job, as they are able to develop strong interpersonal skills, and develop experience for their resumes (p 176). In this study, I examined the dynamics of a campus center-based student employment program, and the related training program that is administered by a campus operations department. Using a focus group, a 13 item protocol was administered to nine undergraduate student-employees of this department, and an additional two alumni student-employees were interviewed individually. The focus of this research was rooted in improving practice, and enhancing the outcomes of student employees as they transition from student to professional. Through this qualitative study, major findings, included: a correlation between the experience of these positions and increased academic success; the gaining of transferable skills that benefit the student in the job-search, and that employment through this operations office is more agreeable to student-employees than other on-campus student employment, as well as compared with off-campus employment opportunities. Participants in this study identified the hands-on nature of training, and the level of staff bonding done as very influential to their job success. These findings indicated the need for continuation of student employment though this operations office, as well as the need to continually assess, and re-tool the training initiatives to ensure that it retains its inherent benefit