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Below is the stream related to your search. In the left-hand column are the references in the Research Portal that are in your search item. In the right-hand column are the citations that have referenced your search item. You can continue following this stream by clicking the “View stream” button on one of the Reference or Citation entries.

References (8 in Portal)
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What’s in a name? A literature-based approach to understanding mentoring, coaching, and other constructs that describe developmental interactions

CP D’Abate, ER Eddy, SI Tannenbaum Human resource development review 2003

Employee development can take a variety of forms including “developmental interactions” such as coaching, mentoring, apprenticeship, and action learning. The broad literature on approaches to development lacks agreement on what these constructs represent. Rather than impose new construct definitions on the field, the current research addr...

Cites in Google Scholar: 263
 
Peer Coaching: A Strategy for Facilitating Transfer of Training. A CEPM R&D Report.

B Showers 1984

Research has shown that with thorough training, most teachers can acquire new skills and strategies to add to their instructional repertoires. However, the literature also identifies a frequent failure to transfer new knowledge to classroom practice among trainees. Building on previous research, the study reported here investigated the ef...

Cites in Google Scholar: 185
Citations (6 in Portal)
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The benefits of peer coaching as a support system for early childhood education students.

T Hooker International Journal of Evidence Based Coaching and Mentori... 2014

This research investigates how students are supported at tertiary level when involved in peer coaching partnerships and whether both partners identify the same benefits. The study used a mixed methods case study and narrative inquiry approach and is located in the tertiary education sector in New Zealand where a group of student teach...

Cites in Google Scholar: 2
 
Developing a teaching agenda for coaching psychology in undergraduate programmes

L Burns, E Gillon The Coaching Psychologist 2011

The paper explores the rationale for, and potential benefits of, the inclusion of a coaching psychology module in an undergraduate psychology programme. In 2010 a coaching psychology module was introduced at Glasgow Caledonian University, as an optional module for final year psychology degree students. Although providing a strong acade...

Cites in Google Scholar: 7
 
Teaching coaching psychology to undergraduates – perceptions and experiences

C Steele, J Arthur International Coaching Psychology Review 2012

Objectives: This exploratory study examines undergraduates’ perceptions and experiences of coaching psychology during a 12-week optional module. Design: Qualitative data was gathered through short interviews with students at the start of the module and personal reflective statements at the end of the module. Method: Students conducted...

Cites in Google Scholar: 4
 
Evaluating the impact of a peer coaching intervention on well-being amongst psychology undergraduate students

S Baker, G Kinman, E Short International Coaching Psychology Review 2010

Objectives: To examine the effectiveness of a peer coaching intervention on aspects of well-being in students. Design: A two-factor mixed design was employed. Method: Two groups of third-year undergraduate psychology students participated in this study. The coaching group (N=32) comprised 24 females and eight males (mean age 25.23, SD=...

Cites in Google Scholar: 20
 
Reciprocal peer coaching: A constructivist methodology for enhancing formative assessment strategy in tertiary education

L Matthewman, J Nowlan, K Hyvönen International Coaching Psychology Review 2018

Reciprocal peer coaching (RPC) as a form of peer-assisted learning has an important part to play in formative assessment strategy. The primary objective of this article is to evaluate the effective use of RPC as a formative assessment strategy. A multi-method phenomenological research design was employed using purposive sampling. Seventy ...

Cites in Google Scholar: 0
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Using Group Coaching to Foster Reflection and Learning in an MBA Classroom

E Ostrowski Philosophy of Coaching: An International Journal 2019

Group coaching may facilitate individual learning and change over time through the social processes of learning vicariously and learning through feedback. While anecdotal evidence shows there may be potential benefits of applying group coaching to a graduate school learning environment, there are several challenges which warrant consi...

Cites in Google Scholar: 0
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