The contribution of coaching psychology to educational fields is increasingly recognised. This timely book introduces coaching psychology as a facilitative method to support learning in different educational contexts. Coaching Psychology for Learning: Facilitating Growth in Education is conveniently organised into three parts: Part One begins with a detailed account of educational paradigms, learning theories, and coaching psychology theories; it then reviews important studies of coaching applied to the educational field and identifies a number of gaps to which coaching psychology for learning can contribute; Part Two presents two empirical participatory studies of coaching psychology for learning, which draw from both doctoral research conducted in the UK and educational work in Mainland China; two original and evidence-based coaching models are also illustrated; Part Three consolidates the empirical evidence and original coaching models by exploring the nature of educational coaching, including the context, purpose, processes, and people and their interrelations. The review of learning theories and coaching psychology theories in Part One enables the reader to gain a quick understanding of coaching psychology and its role in education, while the empirical studies in Part Two are particularly useful for undergraduate and postgraduate students, providing practical examples of how to conduct coaching psychology research in the field of education, in both the West and the East. The book also offers advice on design and implementation issues, which will benefit educational psychologists and coaching psychologists who wish to focus their professional practice in education. Coaching Psychology for Learning is essential reading for any teacher, student or practitioner who wishes to become an educational coach to facilitate learning. It will appeal to coaches and coaching psychologists, including those in training and at postgraduate level, as well as professionals in educational settings, such as school leaders, counsellors and coaches, and educational psychologists.
Combining high-level theory with practical applications and case studies, this is an invaluable resource for coaches, mentors, trainers, psychologists, executives, managers, and students.
In J.W. Segal, S.F. Chipman, & R. Glaser (eds.), Thinking and learning skills (pp.1, 209-240). Hillsdale, NJ: Erlbaum. Easterbrook, J. A. (1959). The effect of emotion on cue utilization and the organization of behavior.
The Handbook of Coaching Psychology: A Guide for Practitioners provides a clear and extensive guide to the theory, research and practice of coaching psychology.
The book challenges traditional notions of how psychology can contribute to education and illustrates how better outcomes for children can be achieved by helping adults to unlock and utilise their resources.
Solution-focused Coaching: Managing People in a Complex World. Harlow: Pearson Education. Grotowski, J. (1970). Towards a Poor Theater. California: Touchstone. Haberman, J. (1971). Knowledge and Human Interest. London: Heinemann.
This book brings together the latest national and international academic research with real case studies and a focus on practice that makes a difference for learners.
What type of leader does your school require? REFERENCES Australian Institute for Teaching and School Leadership. (2016). Coaching and mentoring toolkit. Retrieved from http://www.toolkit.aitsl.edu.au/category/coaching-mentoring Bamford ...
This rich collection offers new perspectives on the future of coaching and coaching psychology, with insight from a broad range of contributors reflecting a wide variety of viewpoints.
This is the first book to harness the Universal Integrated Framework (UIF) for coaching and mentoring in a guide for practice, and is ideal for coaches, mentors, psychologists, and other professionals interested in this rapidly growing ...
This book will serve as essential reading for scholars and students; it can be used as a key text in sports coaching or coach education programs.