scholarly journals Coaching from a Distance: Exploring Video-based Online Coaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Cynthia D Carson ◽  
Jeffrey Choppin ◽  
Jeffrey Choppin
Keyword(s):  
Instructional Practices ◽  
Capacity Constraints ◽  
Evidence Based ◽  
Online Video ◽  
Online Environment ◽  
Coaching Model ◽  
Effective Implementation ◽  
Mathematics Coaches ◽  
Video Reflection ◽  
Funded Project

This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts. We adapted a content-focused coaching model that involved a collaborative plan-teach-reflection cycle with synchronous and asynchronous components. The planning and debriefing sessions were done synchronously via Zoom, while the teaching and initial video reflection on teaching via annotations were done asynchronously. We focused on the coaches’ practices in each part of the coaching cycle by analyzing interviews, surveys, annotations of the video, and transcripts of the planning and debriefing sessions. We found that: features of the online environment enabled the coach-teacher pairs to collaboratively discuss the mathematics and how students engaged with the mathematics; the coach used video and annotations to help teachers reflect on specific aspects of their practice; and the coach-teacher pairs formed trusting and productive relationships despite not having met in-person during the duration of their work together. Our findings showed that the online platform is not only an effective implementation for coaching, but also affords new opportunities for teacher reflection and evidence-based discussions.

Commentary on Carter, Stephenson and Strnadová's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

2011 ◽  
Vol 35 (2) ◽  
pp. 220-225
Author(s):  
Ian Dempsey
Keyword(s):  
Instructional Practices ◽  
Formative Evaluation ◽  
Special Educators ◽  
Skills Training ◽  
Effect Sizes ◽  
Motor Training ◽  
Evidence Based ◽  
Australasian Journal ◽  
High Effect ◽  
Current Article

AbstractIn Volume 35, Issue 1 of the Australasian Journal of Special Education, Carter, Stephenson and Strnadová (2011) replicated a study by Burns and Ysseldyke (2009). In Carter et al.'s study, 194 Australian special educators were asked to rate the extent to which they used eight instructional practices. These practices were applied behaviour analysis, direct instruction, formative evaluation, mnemonic strategies, modality training, perceptual-motor training, psycholinguistic training, and social skills training. The first four of these practices had moderate to high effect sizes (and were regarded by the authors as more desirable techniques), and the final four practices had low effect sizes, on the basis of past meta-analytic research. Carter et al.'s findings were that while the Australian teachers used some desirable strategies relatively frequently, they also used some less desirable practices frequently and so desirable instructional practices should be encouraged at the expense of less effective practices. While these results are of interest, they also have the potential to mislead readers and later sections of the current article examine these potential misconceptions.

A lesson in history: the evolution of endoscopic third ventriculostomy

2012 ◽  
Vol 33 (2) ◽  
pp. E11 ◽  
Author(s):  
Paul J. Schmitt ◽  
John A. Jane
Keyword(s):  
Patient Selection ◽  
Endoscopic Third Ventriculostomy ◽  
Lessons Learned ◽  
New Technique ◽  
Third Ventriculostomy ◽  
Evidence Based ◽  
Success Rates ◽  
Effective Implementation ◽  
Remarkable Improvement ◽  
History Of

The history of endoscopic third ventriculostomy (ETV) demonstrates the importance of studying neurosurgery's history. A story that began with numerous technological advancements started to fizzle as neurosurgeons were stymied by problems encountered during the infancy of the technology they were still developing. The new technique, although sound in theory, failed to deliver a realistic solution for managing hydrocephalus; it lost the battle to the valved shunt. Over the last 15–20 years, a clearer understanding of pathophysiological mechanisms underlying various forms of hydrocephalus, along with effective implementation of evidence-based practice, has allowed for optimization of patient selection and a remarkable improvement in ETV success rates. Neurosurgeons would be wise to take the lessons learned in modernizing the ETV procedure and reassure themselves that these lessons do not apply to other methods that are tempting to dismiss as antiquated or archaic.

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability

2018 ◽  
Vol 34 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Victoria F. Knight ◽  
Heartley B. Huber ◽  
Emily M. Kuntz ◽  
Erik W. Carter ◽  
A. Pablo Juarez
Keyword(s):  
Intellectual Disability ◽  
Instructional Practices ◽  
Special Educators ◽  
Future Research ◽  
Professional Judgment ◽  
Evidence Based ◽  
Wide Range ◽  
Students With Autism ◽  
Services And Supports ◽  
Instructional Decision

Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.

Inter-American Development Bank Quarterly Business Review: Third Quarter 2021

2021 ◽  
Author(s):  
Keyword(s):  
Decision Making ◽  
Evidence Based ◽  
Development Bank ◽  
Effective Implementation ◽  
Periodic Monitoring ◽  
Evidence Based Decision Making

The 2021 third quarter edition of the Quarterly Business Review (QBR) provides management with a status of the Bank's performance. The QBR reports on outputs, lending program priorities and organizational indicators on a quarterly basis to allow management to monitor progress in achieving corporate results. This periodic monitoring supports evidence-based decision making and allows for timely identification of deviations from targets and enables effective implementation of measures to address them.

Overview

2017 ◽  
pp. 1-9
Author(s):  
Dana D. Marchese ◽  
Kimberly D. Becker ◽  
Jennifer P. Keperling ◽  
Celene E. Domitrovich ◽  
Wendy M. Reinke ◽  
...  
Keyword(s):  
Prevention Program ◽  
Prevention Programs ◽  
Good Behavior Game ◽  
Evidence Based ◽  
Personalized Feedback ◽  
Coaching Model ◽  
School Based ◽  
Coaching Strategies ◽  
Planning Action

Chapter 1 provides a rationale for the use of prevention programs in schools, the benefits of a school-based prevention program, and a description of two of the most widely disseminated, evidence-based universal school-based preventive interventions: the PATHS Curriculum and the PAX Good Behavior Game. The importance of coaching in obtaining quality implementation of prevention programs is discussed. In addition, an overview of the PATHS to PAX Coaching Model is provided based on research and theory in the literature. Also described are coaching strategies, including building positive relationships, modeling, observing, providing personalized feedback, discussing barriers, and planning action items.

scholarly journals An Exploration of Complementary Feeding Practices, Information Needs and Sources

2019 ◽  
Vol 16 (22) ◽  
pp. 4311 ◽  
Author(s):  
Ada L. Garcia ◽  
Sarah Looby ◽  
Kimberley McLean-Guthrie ◽  
Alison Parrett
Keyword(s):  
Information Needs ◽  
Complementary Feeding ◽  
Evidence Based ◽  
Online Video ◽  
Online Forums ◽  
Practical Advice ◽  
Health Visitors ◽  
Video Tutorials ◽  
Reliable Source ◽  
Weaning Age

Following complementary feeding (CF) guidelines might be challenging for mothers lacking time, resources and/or information. We aimed to explore CF practices, information needs and channels used to obtain information in parents living in areas of socioeconomic deprivation. Sixty-four parents of infants aged 4–12 months completed a short questionnaire and 21 were interviewed. Mean (SD) weaning age was 5 ± 2.5 months, foods given >7 times/week included commercial baby foods (33%) and fruits (39%) while 86% gave formula daily. The main sources of CF information were friends and family (91%), the internet (89%) and health visitors (77%). Online forums (20%), e.g., Facebook and Netmums, were used to talk to other parents because they felt that “not enough” information was given to them by health professionals. Parents felt access to practical information was limited and identified weaning classes or online video tutorials could help meet their needs. Themes identified in qualitative findings were (1) weaning practices (i.e., concerns with child’s eating; and (2) information sources and needs (i.e., trust in the National Health Service (NHS) as a reliable source, need for practical advice). In conclusion, parents are accessing information from a number of non-evidence-based sources and they express the need for more practical advice.

The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

2019 ◽  
Vol 54 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Hedda Meadan ◽  
Moon Y. Chung ◽  
Michelle M. Sands ◽  
Melinda R. Snodgrass
Keyword(s):  
Professional Development ◽  
Service Providers ◽  
Single Case ◽  
Change Agents ◽  
Functional Relation ◽  
Development Program ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Coaching Model ◽  
Young Children With Disabilities

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

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