Gotowe bibliografie tematyczne / COACHING INSTITUTE

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Gotowa bibliografia na temat „COACHING INSTITUTE”

Autor: Grafiati

Data publikacji: 11 września 2023

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Artykuły w czasopismach na temat "COACHING INSTITUTE"

Dorsch, Travis E., i Nicole D. Bolter. "Institute for Sport Coaching". International Sport Coaching Journal 3, nr 2 (maj 2016): 213–14. http://dx.doi.org/10.1123/iscj.2016-0030.

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Thompson, Stephen L., Rachelle Curcio, Amber Adgerson, Kristin E. Harbour, Leigh Kale D’Amico, Hall S. West, George J. Roy, Melissa A. Baker, Jessie Guest i Catherine Compton-Lilly. "Virtual Summer Institutes as a Method of Rural Science Teacher Development". Theory & Practice in Rural Education 12, nr 2 (4.11.2022): 153–78. http://dx.doi.org/10.3776/tpre.2022.v12n2p153-178.

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Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

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Cheesebrough, Kevin R., Jessica Bronzert i Elizabeth Frazier-De La Torre. "Leadership, academia, and the role of career coaching". Translational Behavioral Medicine 10, nr 4 (15.07.2020): 870–72. http://dx.doi.org/10.1093/tbm/ibaa057.

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Abstract In academia, the competencies necessary to be an effective leader, including focused training in leadership skills are often overlooked. Incorporating a coaching component in leadership training programs has shown to have a beneficial impact. The purpose of this commentary is to present the rationale, description, and process of the executive coaching component of the Society of Behavioral Medicine (SBM) Mid-Career Leadership Institute. Institute Fellows are provided with a list of executive career coaches that includes their biography and coaching philosophy. Fellows are asked to rank their preferences from 1 to 3. Usually, Fellows are paired with their first choice. Rigorous evaluations of the benefit of career coaching within a comprehensive leadership program, such as the SBM Leadership Institute has not been conducted However, our evaluations to date show that the coaching component is highly rated by the Fellows and over 90% report using their allotted three sessions. Career coaching, conducted as part of a comprehensive leadership program, has the potential to positively influence career trajectories. A more rigorous evaluation of the SBM coaching program is needed to assess the true benefits.

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Harisman, Teguh, Arifuddin Siraj i Wahyuddin Naro. "IMPLEMENTATION OF ISLAMIC EDUCATION IN THE ESTABLISHMENT OF NOBLE CHARACTER OF CHILD PRISONERS IN SPECIAL CHILD DEVELOPMENT INSTITUTION (LPKA) CLASS II MAROS". Jurnal Diskursus Islam 9, nr 3 (23.12.2021): 426. http://dx.doi.org/10.24252/jdi.v9i3.25631.

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This research focuses attention on the implementation of the program of fostering the noble character of child prisoners by implementing the concept of Islamic education. This research is classified as a type of descriptive qualitative research with research locations at the Special Development Institute for Children (LPKA) located in the maros district. The results of this study showed that LPKA Class II Maros has carried out coaching with the concept of Islamic education through programs including: 1) Personality coaching, 2) Physical coaching, 3) Coaching intellectual abilities, 4) law awareness coaching, 5) Coaching skills.

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Stanković, Tanja, i Tijana Radojević. "Employees motivation and managerial coaching during the pandemic COVID-19 at the research institute". European Journal of Applied Economics 19, nr 1 (2022): 16–29. http://dx.doi.org/10.5937/ejae19-35560.

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Company survival depends on its ability to adapt to the changes that have their own dynamics and development pace; it is the transition from the present to the future, desired endpoint. The activities of the organization's management could lose the meaning if there is lack of motivation. In situation like this, implementation cannot be successful. Motivation factors for advancement, work and organizational changes are numerous, but the communication between employees and management is the most important. As this communication is closely related to management coaching, manager's coaching skills become crucial for the ultimate success and motivation of the organization. This research aims to show the importance of motivating employees to improve and learn new skills during work and identify the best individuals who will transfer their knowledge to employees and who can become internal trainers. The article provides an overview of the coaching and motivation for learning, and it offers insight into how the observed example will develop in the future.

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Punjabi, Shalini. "Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi". Contemporary Education Dialogue 17, nr 1 (12.12.2019): 14–44. http://dx.doi.org/10.1177/0973184919885485.

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Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

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Liston-Smith, Jennifer. "Ethics, ‘Leadershift’ and ‘More than Coaching’: Insights for coaching psychologists from the CIPD and AC Conferences". Coaching Psychologist 6, nr 1 (czerwiec 2010): 72–75. http://dx.doi.org/10.53841/bpstcp.2010.6.1.72.

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A report on elements of the Chartered Institute of Personnel and Development Annual Conference and Exhibition, 9–11 November 2009 in Manchester, and Going Global: The Association for Coaching International Conference, 11–12 March 2010, in London.

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Junaidi, Ahmad. "Intensifikasi Program Pembinaan Sebagai Upaya Peningkatan Mutu Guru di Lembaga Kursus Al-Qur’an Masjid Al-Falah Surabaya". Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 4, nr 2 (29.11.2019): 227–46. http://dx.doi.org/10.31538/ndh.v3i2.460.

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In the process of formal, non-formal and informal education, a teacher is a determining factor for his students success. Therefore, sufficient competence, skills in a variety of representative fields as well as quality-scientific specialization are essential capital that must be continuously improved in order to realize quality- education services for all students. So, all Educational Institutions including the Al-quran Course of Al-falah Mosque Institute are responsible for facilitating teachers developing to achieve their best quality by conducting intensive coaching as mandated by Government Regulation No. 19 of 2005. This research was conducted by using a descriptive qualitative approach, that the aim is knowing generally the quality of teachers, the variety and the realization of intensive coaching programmed twice every month with the conclusion that teachers coaching at the Alquran -Course Institute of Al-falah Mosque (LKF) is carried out continuously with high intensity and significant results.

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Helmi, Ahmad. "Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur". JURNAL APARATUR 3, nr 1 (24.02.2021): 1–12. http://dx.doi.org/10.52596/ja.v3i1.31.

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Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.

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Telles Langdon, David Michael. "A Female Perspective on Canada’s National Coaching Institute Mentorship Experience". International Journal of Sport and Society 9, nr 1 (2018): 1–10. http://dx.doi.org/10.18848/2152-7857/cgp/v09i01/1-10.

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Rozprawy doktorskie na temat "COACHING INSTITUTE"

Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute". Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

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Rodger, Fiona B. "Peer-coaching in higher education : an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1553975/.

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This research explores learning and democratic values in the peer-coaching service at the Institute of Education (IOE). The service, set up seven years ago, adopted a learning-centred model of coaching (Carnell, MacDonald and Askew 2006). An initial evaluation of the service focused mainly on benefits to the coachee (Hargreaves 2007). To date, there has been no study into how learning is understood and facilitated by the coaches. This study builds on the work of the initial facilitators of the coaching group, Askew and Carnell 2011, by providing a detailed study into how learning is interpreted in practice. The study is set in the context of Adult Learning. In particular, aspects of Mezirow’s Theory of Transformative Learning are applied to illuminate the learning process. Six audio-recorded coaching conversations are analysed. A system of analysis is borrowed and developed from Conversation Analysis. The conversations are presented and analysed sequentially, before discussing approaches to learning, and values that appear to underpin practice. Findings suggest that despite following the same programme of professional development, coaches seem to understand learning differently resulting in diverse practice. Some appear to facilitate reflection on self. Connections between current and previous behaviour patterns are explored together with developing an understanding of where embedded beliefs and attitudes have originated. In other conversations, a goal-centred approach, focusing on completing specific tasks, is dominant. This research advances the argument for a learning-centred model of coaching leading to individual development, fulfilment and possibly better working practices. The thesis addresses a gap in research by exploring the practice of coaching as a model for supporting adult learning, identifying democratic values that underpin and give strength to, the transformative learning model. The thesis concludes with suggestions for coaches’ professional development and thoughts for future research.

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Smith, Jade Marie-Lyn. "Harvesting Health: Electronic Health Coaching for Cancer Survivors". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429702546.

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Williams, Stephen John, i n/a. "A case study of the relationship between sports science research practice and elite coaches' perceived needs". University of Canberra. Health Sciences, 2005. http://erl.canberra.edu.au./public/adt-AUC20060530.101909.

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Elite coaches consider aspects of sports science when preparing athletes for competition. Sports scientists conduct applied research and a fundamental purpose of sports science research is to produce knowledge that helps improve the performance of elite athletes. In view of the considerable resources being directed toward research and coaching at the elite level, there is a need to conduct research to identify the relationship between research and coaching practice at the elite level. Australia has an institute of sport or academy of sport in each state and territory dedicated to the development of team and individual sports, both Olympic and non- Olympic. In the area of elite athlete performance, the Australian Institute of Sport (AIS) has gained an international reputation for excellence, and the AIS Research Centre has achieved international recognition for the quality of research projects directed toward the performance of elite athletes. Sports scientists at Australian universities also undertake research related to elite coaching, some of which has occurred in partnership with researchers at Australian institutes of sport. The purpose of the study was to identify the relationship between sports science research at Australian institutes of sport and post-graduate sports science research in Australian universities, and how elite coaches in Australia perceive sports science research practice meeting the needs of elite coaching. A case study method was selected for this thesis, which involved the following data gathering instruments: a survey of 225 elite coaches and 125 sports science researchers, follow-up interviews of elite coaches and sports science researchers, and document analysis of 725 research projects conducted at Australian institutes of sport and postgraduate theses at Master and Doctoral level at Australian universities. An analysis was also conducted to assess the sports science content contained in the National Coaching Accreditation Scheme's Level Three course material. A schedule was developed for the document analysis called the "Williams Sports Science Research Schedule". Interviews were conducted with elite key informants to validate a model that was developed fiom the study. Results of the study revealed a degree of congruence between the perceptions of elite coaches and sports science researchers regarding the research needs of elite coaches and the research activity of sports science researchers. A model, called the "Elite Sports Research Model" was developed to describe that relationship. The Elite Sports Research Model contains four components, namely: coach knowledge, information seeking/dissemination strategies, qualities valued in an elite coach and a sports science researcher, and application of research. Within the model, particular perspectives of elite coaches and particular perspectives of sports science researchers were identified. Some differences were found between elite coaches of team sports and elite coaches of individual sports, as well as some differences between researchers at institutes of sports and researchers at universities. At the elite level in Australia a relationship was found between sports science research activity and the research needs of elite coaches. With the increase in support for elite coaching and sports science research in Australia and internationally, the results of this study should help to inform improvement in sports science research programs that support elite coaching practice.

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ANKUSH, BAROLIA. "ROLE OF COACHING INSTITUDE IN INDIA AND ITS IMPACT IN OUR ECONOMY". Thesis, 2020. http://dspace.dtu.ac.in:8080/jspui/handle/repository/18988.

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Yi-Lun, Chiang, i 蔣乙綸. "Graduate Institute of Sport Coaching Science College of Education Chinese Culture University Master Thesis". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40679838768717020654.

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碩士
中國文化大學
體育學系運動教練碩博士班
99
Background: Taekwondo was one of essential medal-winning event in Taiwan. With the trend of such development, a few of rules had changed, such as two-points to three-points in upper kicking techniques. Based on core training having been a popular training method, a number of literatures which were surrounding the topic of core training pointed that the specific core training may affect the agility performance. Purpose: The study was to investigate the effects of 6-week specific Taekwondo core training on the agility performance, the upper roundhouse kick, and axe kick performance. Methods: The subjects were 12 Taekwondo student-athletes divided randomly into core training group (n=10) and control group (n=10). There were two events in pre-test and post-test including the upper roundhouse kick and axe kick by the biomechanical force plate and NEWTEST speed test. Core training group followed the training every time a week continuing for 6 weeks. Two-way ANOVA, mixed design was used to compare the results of pre-test and post-test in the upper roundhouse kick and axe kick techniques between core training group and control group. Results: After a 6-week core training, the results of the upper roundhouse kick and axe kick techniques indicated all significant difference between pre-test and post test in core training group (p<.05). Control group showed no significant difference between pre-test and post test. Conclusion: It revealed that the 6-week core training after Taekwondo workout may enhance the speed of agility and improve the upper roundhouse kick and axe kick techniques in Taekwondo sport.

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Han, Chia Chen, i 韓家珍. "The Relationship among Coaching Leadership, Team Psychological Ownership and Task and Contextual Performance in a Financial Institute". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90993757791046180887.

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碩士
樹德科技大學
金融與風險管理系碩士班
98
In the 21st Century, the global economic environment has become more internationalized and open due largely to the Internet, which allows the dissemination of information more easily and widely. The subsequent unprecedented and unexpected challenge to Taiwan’s financial markets has narrowed the margin of profit, on top of two financial reformations in Taiwan in the late 1990’s and the global economic crisis of 2008. Therefore, how to build a unique corporate character in a highly-competitive financial environment has become an urgent priority. Job performance is the most important ingredient in corporate success. And the key to such success is how to encourage members of an organization to perform both their individual tasks and their group responsibilities voluntarily and enthusiastically? Leadership style and staff psychology are the very basic elements that inspire and motivate workers. This research intends to examine an international bank as a research object: Has their organization job performance improved after introducing “Coaching Leadership” to all staff? Does Coaching Leadership enhance staff’s psychology ownership of organization? And finally, does psychology ownership contribute to coaching leadership and task and contextual performance? This thesis utilized a questionnaire as an investigative tool and received 606 copies for feedback. To avoid CMV problems, we distributed 1000 questionnaires in an antithesis way to both management and clerks. After collecting the feedback copies, we analyzed the information based on my hypotheses and got the result that both coaching leadership and psychology ownership had a significant effect on contextual performance; in contrast, we discerned no obvious effect on task performance. This is also the limit of this research. In conclusion, we hope these research results can be used as a reference for human resource personnel preparing training plans not only for banks but also for other financial corporations and related industries

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Lin, Pin-Her, i 林屏和. "A Study on the Associations among Coaching Leadership, TeamWork Morale and Customer Service Quality in a Financial Institute". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/30861413692375408992.

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碩士
樹德科技大學
金融與風險管理系碩士班
98
execution of Confirmatory Factor Analysis, known as FA, as means of certification and found that both the credibility and efficiency on variables were satisfactory. After a series of study designs, the researcher found that both coaching leadership and teamwork work morale can make direct and positive impacts of enhancing customer service quality; moreover, coaching has positive influence on work morale. The researcher employed layer-based regression analysis to verify the credibility of hypotheses proposed by the researcher. Team work morale has the most complete intermediary effects on the relation of coaching leadership and customer service quality. Based on the study results, the researcher is able to offer constructive suggestions as reference for the banking industry. The study results can be references for further studies. Furthermore, the researcher also has proposed a clear direction for researches who plan to conduct extended researches and studies in the near future.

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Waters, Amy. "The Art of Coaching vs. The Science of Movement: Integrating Experiential Knowledge and Scientific Evidence into Coaching Practices". Thesis, 2020. https://vuir.vu.edu.au/41810/.

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The overall aim of this research was to examine the factors that influence the coach-biomechanist relationship in the elite sprinting context and gain an understanding of the factors that impede and enhance performance environments and relationships. It is thought that the transfer of sport science research into coaching practice is not as efficient as it should be, as it has been established that coaches are not using sport science as a source of knowledge. Subsequently, this insufficient transfer of knowledge could be limiting potential improvements in athlete performance. Technique analysis is a common area of expertise for both sprint coaches and biomechanists in high-performance sport and was therefore the ideal context to explore the coach-biomechanist relationship in detail. The first phase of research examined the coach and biomechanists’ understandings of optimal sprint running technique and determined the relationships between the experiential knowledge of the two groups. Findings showed elements that are crucial to optimal sprinting technique, such as the position of the contact foot and extension of the leg during stance. Differences in knowledge between the two groups were complimentary. For example, the biomechanists’ focus on the transition from swing into stance phases and the coaches’ interest in upper body movement. Moreover, the communication of these knowledge differences was potentially problematic. The second phase of this research determined if the knowledge differences found in the first phase influenced the visual search patterns of coaches and biomechanists. This difference was not observed, with visual search behaviour not reflecting the differences in knowledge seen in phase one. The third phase aimed to establish the context in which coaches and biomechanists interact to improve performance. This phase supported previous phases’ results in that communication styles and knowledge differences were impeding factors and added lack of role clarity to this list. The fourth and final phase investigated the interactions and exchange of information that occurs during the technique assessment process. Results showed that the process is a coach-led partnership where rapport building, and equal sharing of knowledge are emphasised. In summary, this research contributes to the understanding of the coach-sport science relationship by providing practical evidence for numerous concepts in a novel and more specialized population. It increases our understanding of coach technical knowledge and visual perceptual behaviour as well as uniquely incorporating the sport biomechanists’ knowledge and perspective into these investigations. The multi-layered approach used allowed the knowledge, behaviours and interactions that comprise qualitative analysis of technique to be investigated. This has greatly improved our understanding of the coach- biomechanist relationship and the factors that impede and enhance it.

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Fetisova, Yulia. "Applying the Expert-Novice Paradigm in Tennis Coaching: Improving Coaches’ Knowledge, Diagnostic Skills and Understanding of the Tennis Serve Technique". Thesis, 2021. https://vuir.vu.edu.au/42796/.

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Tennis coaches’ technical knowledge plays a critical part in performance analysis as it impacts their recommendations to athletes. To date, the research on tennis coaches’ knowledge is limited, and no previous studies have attempted to examine expert tennis coaches’ knowledge and diagnostic ability of the tennis serve technique. This research aimed to examine the knowledge and diagnostic ability of expert and novice tennis coaches, and to identify the key distinguishing characteristics between expert and novice tennis coaches. As a result, the key distinguishing characteristics between expert and novice tennis coaches were identified, and there was a recognised need to develop an online training course to improve coaches’ knowledge and understanding of the tennis serve technique. An online coach education course was then developed, and the effectiveness of the course was evaluated. This thesis comprised three studies employing a mixed-methods design. Data was collected and analysed by using both qualitative and quantitative methods to gain a deeper understanding of novice and expert tennis coaches’ knowledge, diagnostic skills and learning. The main data collection methods were in-depth interview and an online questionnaire that was constructed specifically for this investigation. Pre- and post-intervention design was used to investigate the efficacy of a training intervention on coaches’ knowledge and their diagnostic ability of the tennis serve technique. A video-based test was developed to measure the effectiveness of the online course. As a result of the first two studies, models representing declarative and practical knowledge of expert and novice tennis coaches were developed. The key distinguishing characteristics between novice and expert coaches were that experts displayed a superior understating of the functionality of the tennis serve technique and an advanced diagnostic ability. Expert coaches were able to see the tennis serve as “a whole” in comparison with novices who focused more on separate technical elements. It was suggested that novice coaches need to develop the knowledge of tennis serve from two perspectives: technical and functional. The findings of this thesis extend our current understanding of tennis coaches’ knowledge and diagnostic skills. The development and evaluation of an online training course provides a unique contribution to coach education in order to understand the cause-and-effect relationships between technical elements withing the flat serve should allow tennis coaches to prescribe more effective training interventions. By knowing how one element may affect another, coaches will be able to identify and rectify technical issues by addressing the cause of the problem instead of focusing on many separate elements. The design of this program can also be used with other technical elements in tennis and can be applied to other sports to improve coaches’ knowledge and diagnostic ability of sport technique.

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Książki na temat "COACHING INSTITUTE"

The institute for integrative nutrition workbook: Your guide to a successful health coaching career. New York, NY: Integrative Nutrition, 2013.

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Barr, Annette. Barr Institute: Life Coaching Certification Course Workbook. Independently Published, 2019.

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Williams, Patrick, i Diane S. Menendez. Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training. W. W. Norton, 2007.

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Susan, Menendez Diane, red. Becoming a professional life coach: Lessons from the institute for life coach training. W. W. Norton & Company, 2015.

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Transformative Coaching: A Learning Theory for Practice (Institute of Education Publications). UCL IOE Press, 2011.

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Williams, Patrick, i Diane S. Menendez. Becoming a Professional Life Coach: Lessons from the Institute of Life Coach Training. Norton & Company, Incorporated, W. W., 2015.

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Williams, Patrick, i Diane S. Menendez. Becoming a Professional Life Coach: Lessons from the Institute of Life Coach Training. Norton & Company, Incorporated, W. W., 2011.

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Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training. W. W. Norton, 2007.

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Patterson, Gary. Primer Coach Institute Manual: An Introduction to the World of Leadership & Aspirational Coaching. Organizational Leadership Coaching(R), LLC, 2022.

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Coach's dilemma: Run versus pass. 1987.

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Części książek na temat "COACHING INSTITUTE"

Simoski, Bojan, i Michel C. A. Klein. "Effectiveness of a mHealth Coaching Program on Predictors of Work Absenteeism". W Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 204–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06368-8_14.

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Diez, Anke, Alexandra Hund i Katrin Klink. "Coaching im Kontext der strategischen Personalentwicklung am Karlsruher Institut für Technologie". W Beratung im Feld der Hochschule, 65–76. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-07910-9_5.

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Ylimaki, Rose M., i Lynnette A. Brunderman. "Values, Culture and Context". W Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.

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AbstractThis chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.

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Reed, Bruce, i John Bazalgette. "Organizational Role Analysis at the Grubb Institute of Behavioural Studies: origins and development". W Coaching in Depth, 43–62. Routledge, 2018. http://dx.doi.org/10.4324/9780429473029-4.

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Hou Vat, Kam. "Virtual Organizing Professional Learning Communities through a Servant-Leader Model of Appreciative Coaching". W Cases on Online and Blended Learning Technologies in Higher Education, 183–206. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch011.

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This case investigates a set of empowerment concerns in the context of transforming classes of student and teacher learners (considered as department-wide learning units in higher education) into professional learning communities (PLCs). In particular, we are interested in enhancing student learning through designing a collaborative learning environment in support of problem-based learning, based on the concept of virtual organizing the various PLCs distributed throughout a higher educational institute. Of specific interest in our exploration is the generative potential of a servant-leader model of student-centered education in support of the PLCs nurtured by the development practice of appreciative coaching adapted from the established positive change paradigm of appreciative inquiry.

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Wang, Peng Cheng, Eric C. P. Chua, Karin Avnit i Sok Mui Lim. "Developing Students' Self-Regulation Skills Within and Outside Academic Modules". W Supporting Self-Regulated Learning and Student Success in Online Courses, 304–20. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6500-4.ch014.

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COVID-19 has accelerated the adoption of online learning, and the authors' university (like many others) is settling into a blended learning approach. In this chapter, the authors share their experiences in improving students' self-regulation of online learning. The first learning experience for most students at the Singapore Institute of Technology is in online, self-paced courses in Mathematics, Physics, and Chemistry. Beyond content, these courses provide students opportunities to embrace the ‘norm' of self-paced, self-directed online learning and to expose and encourage them to develop self-regulation skills. Students are required to self-assess and refer to different learning resources independently, based on their identified needs. The authors have also developed another intervention based on Zimmerman's self-regulated learning model, guiding students to plan, monitor, and adjust their learning plans and develop self-efficacy through this process. For students to transfer these skills into their actual studies, the authors provide individual coaching sessions to facilitate students' implementation.

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Hunaiti, Ziad. "Coaching for Raising Awareness Towards Research Project Planning and Management Using Grow Group Awareness Model". W Coaching Applications and Effectiveness in Higher Education, 78–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4246-0.ch004.

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Higher education institutions recruit talented research students from around the world as they contribute to human resources, income generation, innovation, and research outputs. Research degrees require research students to work independently, with some support from research supervisors. Students tend to face different kinds of challenges that might be beyond the role of supervisors and mentors. In addition, completion rate and empowering research students to achieve the best outcomes during their research journeys is at the heart of institutes' research agendas. Coaching can be a very powerful tool to support this talented group in higher education to help them in overcoming obstacles and/or raise performance to achieve the best outcomes during research projects timeframes. This chapter explores the use of coaching to raise awareness about research project planning and management, proposing a planning and delivery model for group coaching for raising awareness known as the grow group awareness model.

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De Backer, Loan, Mathea Simons, Wouter Schelfhout i Ellen Vandervieren. "Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences". W Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96069.

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Since collaboration within schools gains importance and is considered significant for teachers’ professional development in order to meet the new 21st-century educational demands, teacher education institutes show a growing interest in field experiences inspired by collaborative learning, such as team teaching. Team teaching is a teaching model in which (student) teachers work collaboratively in the preparation, teaching and evaluation of a course. In order to assess team teaching practices in teacher education by monitoring perceptions of collaborative team teaching experiences, an instrument is needed that offers insights to guide the learning process and support well-founded decision making. Therefore, an easy-to-use quantitative questionnaire to explore student teachers’ team teaching perceptions was developed and validated in four stages: an extensive literature review (1) resulting in a preliminary questionnaire containing advantages and disadvantages of team teaching (2). Next, a pilot study was conducted with 14 student teachers (3), followed by a further validation and reliability study based on exploratory factor analysis, peer debriefing, confirmatory factor analysis and internal consistency analysis with 181 participating student teachers (4). The final questionnaire comprises 29 Likert-items in four scales – collaboration, co-creation, coaching and complexity – and appears to be both valid and reliable.

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Streszczenia konferencji na temat "COACHING INSTITUTE"

De Rose, Filippo, George Inoue i Jason Maroothynaden. "Aerospace Student Coaching to Develop & Realise Po..." W 56th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2005. http://dx.doi.org/10.2514/6.iac-05-e1.2.06.

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Casey, Deirdre, i Louise Murphy. "Combining mathematics and coaching to encourage student success in repeat". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.34.

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As part of the ‘Maths Positive’ initiative in Cork Institute of Technology (CIT), Maths modules have been identified which are impacting negatively on student success and progression. It was discovered that a particular first year business Mathematics module in CIT was causing difficulties to some of the students involved. When several years of exam results were analysed for this module, it was discovered that some of the students repeatedly fail and get caught in a ‘Maths Loop’. In order to break this cycle, an intervention workshop was developed and piloted which sought to challenge the students to examine their own behaviour and mindset around Mathematics study. The workshop combined Academic Success Coaching with practical study techniques specific to the module. The feedback from participants was positive and we plan to expand this interdisciplinary approach in addressing other similar modules.

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Botnariuc, Petre, i Dr speranta Tibu. "BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.

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The article analyses the development and performance a virtual community of practitioners in the field of parent counselling as part of a blended professional development program. This is part of the ‘Education Priority Areas - EPA’ project (2011-2012) funded by UNICEF in partnership with the Ministry of Education, Research, Youth and Sports (MERYS), Institute of Education Sciences (IES) and the network of County Centres for Resources and Educational Assistance (CCREA) aiming to support families with pupils in risk of drop-out. The training program (both face–to-face and at distance) is part of the methodological approach proposed by the IES based on the EPA model implemented earlier in UK and France, adapted for Romanian disadvantaged communities. The direct beneficiaries of the program are school counsellors and teachers working in schools with a high rate of drop-out. Parents’ counselling is an important piece of an integrated intervention program (management, didactics, counselling) to support schools, families and pupils in preventing school drop-out. By the mean of the IES online training platform (training.ise.ro) a virtual learning community was built in order to facilitate the communication between the practitioners, the peer learning and to support them through online tutoring and coaching for parent counselling activities. We start by presenting the aim, structure, type of learning and coaching activities, then we analyse the developed community of practice against a set of social, psycho-pedagogical, technical and managerial criteria according to an integrated model adapted after Conole (2007), Lesser & Storck (2003), McDermott (1999), Palloff & Pratt (1999). Conclusions are drawn in respect with improvement measures of the virtual community in order to better support the recurrent EPA parent counselling interventions.

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Terpenny, Janis P., i Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design". W ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.

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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley i Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience". W ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.

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Das, Soham, Sudipta Ghosh i Madhab Chandra Mandal. "Performance Evaluation of GATE Coaching Institutes in India: A Fuzzy-MCDM Approach". W 2020 IEEE International Conference for Convergence in Engineering (ICCE). IEEE, 2020. http://dx.doi.org/10.1109/icce50343.2020.9290560.

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Fourie, Elna, i Rebekah Harman. "Intervenções pedagógicas intencionais para reforçar a empatia como parte da aprendizagem baseada em projetos na Design Factory New Zealand". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g279.

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A Design Factory New Zealand é um espaço de cocriação, onde grupos multidisciplinares de alunos trabalham com parceiros da indústria ou da comunidade para resolver problemas complexos. Os resultados de aprendizagem do módulo de Design Factory de graduação de nível 7 não se concentram apenas na solução de problemas e na inovação, mas também nas habilidades voltadas para o futuro para a empregabilidade. As habilidades sociais são vistas como cada vez mais importantes para se obter emprego, tanto internacionalmente quanto aqui, em Aotearoa, Nova Zelândia. A ênfase nas habilidades sociais tem se tornado cada vez mais importante no futuro do trabalho, pois estas não podem ser facilmente reproduzidas por máquinas. Como resultado, é importante incorporar o ensino de habilidades sociais ao ensino superior. A empatia, um componente da inteligência emocional, é focada aqui, já que estudos recentes indicam que usar a empatia dentro das equipes pode melhorar o desempenho da equipe e é uma habilidade suave valiosa. Este artigo enfoca as intervenções pedagógicas que enfatizam e aprofundam a compreensão dos alunos sobre a empatia nos processos de design centrados no ser humano, no contexto da aprendizagem baseada em projetos multidisciplinares na Design Factory New Zealand. Embora a empatia seja uma parte bem documentada do processo de design centrado no ser humano, a pesquisa, aqui, relata as intervenções pedagógicas e o desenvolvimento de currículos para aprofundar a compreensão dos alunos dentro de um contexto de prática de design. Na Design Factory New Zealand, normalmente, os alunos não se conhecem antes de se inscrever, vêm de diversos campos de estudo em torno do Waikato Institute of Technology e devem usar a empatia para pesquisar, investigar e produzir respostas fundamentadas e críticas aos problemas que lhes são apresentados. Os alunos também devem usar a empatia dentro de suas equipes. Para apoiar as equipes, intervenções pedagógicas intencionais são utilizadas no ensino e coaching para a aprendizagem da estrutura e a consciência da empatia. Este artigo relatará quatro estratégias usadas a esse respeito e como elas moldam os resultados para os alunos. Essas estratégias incluem: entrevista de empatia como uma ferramenta para compreender os usuários ou stakeholders centrais para seu desafio; workshops de inteligência emocional com palestrantes externos para ajudar a desenvolver a autoconsciência; planejamento de desenvolvimento pessoal como um meio de apoiar a aprendizagem individual e o desenvolvimento de habilidades com foco no futuro, enquanto participa de um projeto em grupo; e atividades facilitadas de feedback da equipe, onde os membros da equipe fornecem feedback positivo e construtivo sobre a equipe e os membros da equipe, tanto na forma escrita como falada. Estas intervenções pedagógicas resultaram em crescimento individual rastreável, uma compreensão mais profunda do valor da empatia no entendimento e na solução de desafios complexos, bem como um maior conhecimento de como criar um ambiente de trabalho positivo dentro de uma equipe multidisciplinar.

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Kumar, Bijeta, Bibhya Sharma, Kaylash Chaudhary, Sione Paea i Swasti Narayan. "Educational Interventions to Improve Student Readiness". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8663.

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Many first-year students are seen to struggle to build resilience in their first year of post-secondary education just like racing cars. The journey of the first year or incoming university students is explained with an analogy of racing cars mainly an analogy for student learning based on the performance of race cars. To improve retention and first year experience, higher education institutes try to build resilience in students, they expect students to participate in campus activities and interact with other students and teachers from different backgrounds. But what about students’ expectations of their institution and how often institutions emphasize these training and engagement opportunities to their incoming students? An online student readiness intervention program has been designed to understand expectations and investigate predictors that promote resilience. The student readiness resilience intervention program includes three phases, which begin with a diagnostic assessment to determine individuals acquired knowledge and skills. The next phase helps prepare students by addressing the learning gaps from the results of the online tests through virtual events. The final phase includes personalized learning with mentors’ mobile coaching with an aim to build resilience by creating lasting habits and capabilities to enable first year students to remain calm and focused. This study further reviews various theories to identify process, trends, differences, and gaps to describe and critically analyse student readiness and effects of intervention programs. It will also provide useful critique and recommendations to transition leaders and educators in relation to the student resilience.

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Fraser, Cath, Heather Hamerton, Dawn Picken i Marguerite Marsh. "Converting Research to Outputs in One Week: The Efficacy of Writing Retreats". W 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205006.

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Academic teaching staff are beset by a host of demands and responsibilities in these challenging times – for many, the onus of demonstrating that they are ‘research active’ and producing scholarly publications threatens to become the final straw. This presentation will outline one possible solution that some Te Pūkenga subsidiaries, including our own, have found highly effective. Since the 2016 inauguration of Toi Ohomai, the research office have been convening an annual, offcampus, week-long writers’ retreat for staff. We have also recently added a second event specifically for Māori researchers. Objectives include developing academic writing capability, achieving publications/research outputs, and progressing theses/dissertations. Feedback from the 4 to 12 participants at each event has been generally enthusiastic, and anecdotally there appears to have been a high rate of conversion of writing to publication. Further, the literature suggests that writing retreats offer additional benefits; coaching relationships, cross-disciplinary connections and collaborations, and a new or renewed engagement with research culture. Our research team decided that a more formal evaluation of retreat participant outcomes would be timely, and would potentially allow us to promote this initiative to Te Pūkenga’s research strategy development arm. Using a multi-method design, we reviewed survey feedback from the seven retreats held between 2017 and 2021, and verified research outputs registered with our institute’s research management system. We then developed and piloted interview questions, and met with nine past retreat attendees. This paper shares our emerging findings, including enablers and barriers to attendance and productivity, and suggested work-arounds. We believe that this approach to assisting staff to progress their publishing careers is easily transferable across other subsidiaries, and hope that colleagues, managers, and the teaching and learning teams who support them will find some of our learnings helpful.

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Fourie, Elna, i Rebekah Harman. "Intervenciones pedagógicas intencionales para reforzar la empatía, como parte del aprendizaje basado en proyectos en Design Factory New Zealand". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g278.

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Design Factory New Zealand es un espacio de co-creación donde grupos multidisciplinarios de estudiantes trabajan con socios de la industria o la comunidad para resolver problemas complejos. Los resultados de aprendizaje del módulo Design Factory de pregrado de Nivel 7 no solo se centran en la resolución de problemas y la innovación, sino también en las habilidades para la empleabilidad centradas en el futuro. Las habilidades blandas se consideran cada vez más importantes para obtener empleo, tanto a nivel internacional como aquí en Aotearoa, Nueva Zelanda. El énfasis en las habilidades blandas se ha vuelto cada vez más importante en el futuro del trabajo, ya que estas son capacidades que las máquinas no pueden replicar fácilmente. Como resultado, es importante incorporar la enseñanza de habilidades blandas dentro de la educación terciaria. La empatía, un componente de la inteligencia emocional, es central aquí, ya que estudios recientes indican que usar la empatía dentro de los equipos puede mejorar el desempeño de los mismos y es una habilidad blanda valiosa. Este documento se centra en las intervenciones pedagógicas que enfatizan y profundizan la comprensión del alumno de la empatía dentro de los procesos de diseño centrados en el ser humano, en el contexto del aprendizaje multidisciplinario basado en proyectos en Design Factory New Zealand. Si bien la empatía es una parte bien documentada del proceso de diseño centrado en el ser humano, esta investigación informa sobre intervenciones pedagógicas y desarrollo de planes de estudio para profundizar la comprensión de los alumnos dentro de un contexto de práctica de diseño. En Design Factory New Zealand, por lo general, los estudiantes no se conocen antes de inscribirse, provienen de diversos campos de estudio alrededor del Instituto de Tecnología de Waikato y se espera que utilicen la empatía para investigar y producir respuestas razonadas y críticas a los problemas que se les presentan. También se espera que los alumnos utilicen la empatía dentro de su equipo. Para apoyar a los equipos, se utilizan intervenciones pedagógicas intencionales en la enseñanza y el coaching para reforzar el aprendizaje y la conciencia de la empatía. Este documento informará sobre cuatro estrategias utilizadas a este respecto y cómo las mismas dan forma a los resultados para los estudiantes. Estas estrategias son: entrevistas utilizando la empatía como una herramienta para comprender a los usuarios o partes interesadas fundamentales para su desafío, talleres de inteligencia emocional con oradores externos invitados para ayudar a desarrollar la autoconciencia, la planificación del desarrollo personal como un medio para apoyar el aprendizaje individual y el desarrollo de habilidades enfocadas en el futuro mientras se participa en un proyecto grupal, y actividades de retroalimentación del equipo facilitadas, donde los miembros brindan retroalimentación positiva y constructiva sobre el equipo y sus miembros, tanto en forma escrita como oral. Estas intervenciones pedagógicas han dado como resultado un crecimiento individual rastreable y una comprensión más profunda del valor de la empatía para comprender y resolver desafíos complejos, así como una mayor comprensión de cómo crear un entorno de trabajo positivo dentro de un equipo multidisciplinario.

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