Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training     

Michael D. Lyons  Sara J. Jones  Bradley H. Smith  Samuel D. McQuillin  Georgette Richardson  Erin Reid 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):548-565

In our paper we describe a newly developed teacher coaching model that provides training on motivational interviewing (MI) to improve instructional coaches’ effectiveness with classroom teachers. Participants were 38 coaches who completed a three-day coaching training. At pre- and post-test, the participants completed role plays with an actor who played the role of a new teacher. Then, these sessions were coded for MI-consistent behavior. The results of our study revealed that the majority of the coaching conversations were inconsistent with effective MI. At baseline, conversations were primarily characterized by questions (60%) followed by attempts to persuade without permission (20%). Following training, coaches did not change their conversational style. Because an MI-inconsistent conversation style is associated with decreased self-efficacy and motivation for change, the findings suggest a need to help coaches develop interactions that are more consistent with best practices of MI.  相似文献   

Gift of Spring     

Sara Van Alstyne Allen 《The Educational forum》2013,77(4)

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Developing Mathematics Teachers as Researchers and Leaders     

Mildred Murray‐Ward  Linda Huetinck  Sara Munshin 《Teaching Education》2013,24(2):71-78

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From the Editor     

Sara W. Lundsteen 《Journal of Early Childhood Teacher Education》2013,34(2):2-3

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Approaching Students in Higher Education Governance: Introduction to the Special Issue     

Minksová  Lenka  Pabian  Petr 《Tertiary Education and Management》2011,17(3):183-189

Tertiary Education and Management - This article introduces the special issue of Tertiary Education and Management dedicated to the positions and roles of students in higher education governance....  相似文献   

EXPRESSIONS OF GRATITUDE FOR RANDOLPH CRUMP MILLER     

Sara A. Little 《Religious education (Chicago, Ill.)》2013,108(4):292-295

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Identification of Early Risk Factors for Developmental Delay     

Christine E. F. Delgado  Sara J. Vagi  Keith G. Scott 《Exceptionality》2013,21(2):119-136

Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities.  相似文献   

Suggestions for the study of individual speech cases     

Sara M. Stinchfield 《Quarterly Journal of Speech》2013,99(2):157-162

Group libel legislation has been discussed by First Amendment scholars for more than two decades. The increasing activism of neo‐nazi and other hate groups has caused renewed efforts to enact group defamation laws. In this essay the history, constitutionality, and advisability of such legislation is discussed.  相似文献   

Editorial     

Sara Selwood 《Cultural Trends》2009,18(2):123-124

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Attracting Students to the Field of Measurement     

Sara J. Finney  Dena A. Pastor 《Educational Measurement》2012,31(2):2-7

To address the shortage of professionals in measurement, it is essential that we make young career‐seekers aware that measurement is an option as a profession. In this paper, we discuss how creating a strong pipeline of students into our field involves personal interactions between faculty representing the graduate programs in measurement and undergraduate students, in addition to the equally important task of educating instructors of undergraduates about our field. We describe advertising strategies that, in our experience, catch and hold the attention of undergraduates, resulting in many of them investigating graduate training in measurement. After attracting students to the field, we must engage them in practice, enabling them to build an identity as a measurement professional. In general, we believe that although it is possible to attract some students via non‐personal advertising strategies (e.g., articles, websites), measurement professionals must personally reach out to young people to connect them with the field.  相似文献