The development of peer coaching skills in primary school children in years 5 and 6

Briggs, Mary; Nieuwerburgh, Christian van

doi:10.1016/j.sbspro.2010.12.343

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…This research builds on previous research by Briggs and van Nieuwerburgh [2] who found that the quality of feedback did not seem to influence children"s uptake of the suggestions made. Briggs and van Nieuwerburgh questioned "whether attitudes towards receiving feedback" may have more of a correlation than the quality of the feedback itself.…”

Section: Introductionsupporting

confidence: 62%

The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback

Dorrington¹,

Nieuwerburgh²

2015

IJIET

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Abstract-This paper reviews the development of peer coaching in primary schools with a focus on how children respond to feedback. Research shows that feedback can play a powerful part in children's learning but it is less clear why some children respond well to feedback whilst others may not. The objective of this research was to explore how primary school children respond to feedback and what influences their decisions to act on feedback received. Thematic Analysis is used to explore how 28 primary school children (10-11 year-olds) responded to feedback following a peer coaching activity. Findings suggest that a positive response to feedback was associated with: feeling valued and building on strengths; verbal feedback being preferable to written feedback; specific feedback being most helpful with; and being able to understand the feedback provided.

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Section: Introductionsupporting

confidence: 62%

The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback

Dorrington¹,

Nieuwerburgh²

2015

IJIET

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“…According to Robbins (1991), "peer coaching is a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace" (p. 1). The contributions of peer coaching have been clearly defined by the literature (Anderson, Caswell, & Hayes, 1994;Bowman & McCormick, 2000;Briggs & Van Nieuwerburgh, 2010;Britton & Anderson, 2010;Buzbee Little, 2005;Cornett & Knight, 2009;Devine, Meyers, & Houssemand, 2013;Duncan & Stock, 2010;Showers & Joyce, 1996). In these studies, it has been found that reciprocal relationships among colleagues can lead to professional growth providing them with opportunities to share and expand their expertise.…”

Section: Peer Coachingmentioning

confidence: 99%

Reverse mentoring and peer coaching as professional development strategies

Porras

Díaz

Nieves

2018

Colomb. appl. linguist. j

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Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning.

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“…Briggs & van Nieuwerburgh, 2010), although there is little published research in this area. The rationale underlying such a development is almost certainly varied, although the opportunity to maximise whole-school involvement whilst simultaneously better integrating the coaching programme into school culture is an important influence.…”

Section: Introductionmentioning

confidence: 99%

Exploring the benefits of being a student coach in educational settings: a mixed-method study

Nieuwerburgh

Tong²

2013

Coaching: An International Journal of Theory, Research and Prac

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Educational coaching is increasingly being implemented in schools in the UK and internationally. In some coaching programmes, older students coach younger students. Yet only a handful of studies, most conducted with university students, have investigated the impact of coaching in educational settings, and there is limited research exploring the effect of coaching on the coach. The objective of this research was to explore the benefits of being a secondary school student coach. A mixed-method approach was employed. Quantitative data involving 25 participants (16Á17 year-olds) found that coaching leads to an improved attitude to learning. Interpretative phenomenological analysis revealed that the programme was perceived by the student coaches to bring a variety of benefits.Four key themes were identified: learning from the coaching training; impact of coaching on self; impact of coaching on the coach's relationships; and the future utility of coaching skills. Findings suggest that coaching training may bring a range of benefits to students, such as better study skills, increased emotional intelligence and improved communication skills.

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The development of peer coaching skills in primary school children in years 5 and 6

Cited by 8 publications

References 4 publications

The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback

The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback

Reverse mentoring and peer coaching as professional development strategies

Exploring the benefits of being a student coach in educational settings: a mixed-method study

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