Browsing by Subject "Coaching"
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Item The Effects of Teacher Mentoring and Coaching on Student Reading Achievement(2020-05-12) Vockroth, Caitlin; Education; Masters of EducationThe purpose of this study was to determine if mentoring/coaching for teachers impacts student reading achievement data. The measurement tool was the Fountas and Pinnell Benchmark Assessment. This study involved use of a pretest/posttest design to compare data from September 2019 (before the mentoring/coaching was implemented) to data from January 2020 (after the mentoring/coaching was implemented). Achievement gains in the experimental group were significant as compared to achievement gains in the control group. Research in this area should continue with larger participant groups over longer periods of time.Item How can a Health and Fitness Mobile App lead you to a healthier life?(2020-05) Eackles, Cameron; Walsh, Greg; Summers, Kathryn; University of Baltimore. Yale Gordon College of Arts and Sciences; University of Baltimore. Master of Science in Interaction Design and Information ArchitectureWhile obesity-related diseases are affecting people around the world, health and fitness mobile apps have been developed in the effort for individuals to lose weight and improve their overall health. Throughout the past few years, many weight loss programs have begun, including coaching support either through one-on-one virtual sessions or by using automated coaching. The purpose of this study was to examine the effectiveness of automated coaching versus no interaction with a coach (human or automated) in mobile health and fitness apps on one’s motivation to develop healthy habits. Ten individuals between the age ranges of 18-54 were included in the study. The participants were assigned to two different mobile apps; the Lark app, which provided an automated coach (chatbot), and the Centr app, which does not offer a direct means of coaching support. All participants received weekly surveys for a total of four weeks and were encouraged to submit video diaries. The participants' weight was self-reported in the first and final weeks, along with their physical activity and feedback on the app's features throughout the study. At the end of the study, the amount of overall weight loss was minimal. Among the Lark group, only one participant lost weight. However, four out of the five participants from the Centr group lost weight, one of which lost 11 pounds. Even though the results on the scale varied across the two groups, this study also examined the features of each app, frequency of app use, and coaching to determine the impact on motivation to improve one’s healthy habits. Participants provided both positive and negative feedback of the Lark and Centr apps that can be applied to design strategies in the future of health and fitness mobile apps.Item Influence of a Leadership Coach Community: New School Leaders' Self Efficacy Perspectives(2022-12-12) Myers, Karine; Cuddapah, Jennifer; Hood College Department of Education; Doctor of Organizational LeadershipThe role of the school principal continues to increase in complexity and challenge. Administrators are expected to have a significant impact on student achievement and absenteeism in addition to teacher satisfaction and retention. Yet, half of principals have less than five or fewer years of leadership experience. High-quality, personalized professional learning, such as leadership coaching, is essential to support principals in their development to ensure effective schools and student success. This qualitative action research study aimed to understand the influence of a leadership coaching community of practice on new school administrators' perceptions of self-efficacy. It examined participants' recommendations and feedback for possible programmatic improvements and adjustments. Twelve leadership coaching participants from a K-12 mid-sized, mid-Atlantic school system completed two semi-structured interviews, one at mid-intervention and the other at the end of the intervention. Six participants completed and submitted pre and post self-efficacy scales, and four principal supervisors completed an end- of-intervention survey. Researcher logs and memos served as an additional data source. Coded data identified patterns and themes for coaches, coachees, and the leadership coaching program. The study found that coachees experienced increased self-efficacy, valued trusted relationships and collegial collaboration, and felt supported in their transition to their new principalship role. Participants felt the program was mutually beneficial for the coach and coachee. Findings indicate that the program provided valuable support and should be continued. The participants recommended the program expand beyond the school-based administrator role to serve and support other leaders within the school system as they acclimate to new roles. Results provide insight for other school systems seeking to design or implement a similar leadership coaching program to influence leadership self-efficacy both for coaches and coachees .