Briggs, Mary (Mary J.) and Nieuwerburgh, Christian Van. (2011) Ways of working. Coaching: An International Journal of Theory, Research and Practice, Vol.4 (No.2). pp. 163-167. ISSN 1752-1882

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Abstract

Ways of working details the development of workshops for primary age children focusing on the giving and receiving of feedback during selected tasks. This is the first stage in work on peer coaching skills with this age group. The paper discusses the rationale for the chosen tasks and the changes made to the workshops through the experiences with different groups of children. The paper ends with reflections on the process by the researchers from different backgrounds and suggests ways of moving forward with this area.

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Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	Peer-group tutoring of students, Education, Elementary -- Methodology
Journal or Publication Title:	Coaching: An International Journal of Theory, Research and Practice
Publisher:	Taylor & Francis
ISSN:	1752-1882
Date:	2011
Volume:	Vol.4
Number:	No.2
Page Range:	pp. 163-167
Identification Number:	10.1080/17521882.2011.598177
Status:	Peer Reviewed
Access rights to Published version:	Open Access
References:	1. Briggs, M. and van Nieuwerburgh, C. 2010. The development of peer coaching skills in primary school children in years 5 and 6. Procedia-Social and Behavioral Sciences, 9(239): 1415–1422, 2. Cheliotes, L.G. and Reilly, M.F. 2010. Coaching conversations: Transforming your school one conversation at a time, London: Sage. 3. Clutterbuck, D. and Megginson, D. 2005. Making coaching work: Creating a coaching culture, London: CIPD. 4. Dembkowski, S., Eldridge, F. and Hunter, I. 2006. The seven steps of effective executive coaching, London: Thorogood. 5. Hawkins, P. and Smith, N. 2006. Coaching, mentoring and organizational consultancy: Supervision and development, Maidenhead: Open University Press. 6. Hull, T.H., Balka, D.S. and Miles, R.H. 2009. A guide to mathematics coaching: Processes for increasing student achievement, London: Corwin Press. 7. Knight, J. 2007. Instructional coaching: A partnership approach to improving instruction, Thousand Oaks, CA: Corwin Press. 8. Koshy, V. 2010. Action research for improving educational practice, 2nd ed, London: Sage. 9. Morse, A. 2009. Cultivating a math coaching practice: A guide for K-8 math educators, California: Corwin Press. 10. Passmore, J. and Brown, A. 2009. Coaching non-adult students for enhanced examination performance: A longitudinal study. Coaching: An International Journal of Theory, Research and Practice, 2(1): 54–64. [Taylor & Francis Online], 11. Shidler, L. 2009. The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Education Journal, 36(5): 453–460, 12. Vlach , H.A. , & Carver , S.M. 2008 . The effects of observation coaching on children's graphic representations . Early Childhood Research and Practice , 10 1 . Retrieved fromhttp://ecrp.uiuc.edu/v10n1/vlach.html 13. Wegerif , R. , Mercer , N. , Littleton , K. , Rowe , D. , & Dawes , L. 2004 . Talking for success: Widening access to educational opportunities through teaching children how to reason together(Report No. RG01-1222). Final report to the Esmée Fairbairn Foundation Retrieved from http://thinkingtogether.educ.cam.ac.uk/publications/journals/Esmee_KS1_Final_Report1.pdf
URI:	http://wrap.warwick.ac.uk/id/eprint/36348

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