Enhancing Leadership Training Through an Experiential Approach: An Online Model for the 21st Century

Billions of dollars are spent annually on leadership training and development courses. Unfortunately, this training, both at organizational and university levels, does not appear to consistently result in significant adult learning or better organizational performance. These programs tend to focus on the theories of leadership within closed classroom environments and sometimes present case studies to encourage application of knowledge. The content is typically dissociated from both context and leadership experiences and a “one size fits all” approach is adopted. This approach does not account for the corporate culture that is unique to every organization, even every department. In this innovation in practice article, we present a leadership practicum course tailored for adult learners that provides an experiential approach to leadership training enhanced by expert coaching. Initial results indicate that health care professionals appreciate the ability to transfer theory to practice and the feedback they receive from expert coaches. We present the practicum course and provide two cases to explicate the process; we share initial findings from the course and end with our next steps.

DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF STUDENTS OF INCLUSIVE CLASSES: RESOURCES OF «CLASSROOM MANAGEMENT» TECHNOLOGY

The article is devoted to the issue of building an effective educational space with an inclusive form of education. We consider the teachers’ and students’ emotional intelligence as one of the important components of the effectiveness of a such space. Authors analysed various aspects of emotional intelligence as a factor of success in learning, social development of students, as well as methodological developments of researchers on the technology of «Classroom Management» in the context of forming certain features of emotional competence of secondary education students. The main focus of our article is to systematize the resources of «Classroom Management» as a means of influencing the formation of inclusive classes pupils’ emotional intelligence as well as testing the effectiveness of this influence on each structural component of emotional intelligence. In our work we rely on the New multilevel model of emotional intelligence (Drigas & Papoutsi), which we modified in accordance with the psychological characteristics of primary school pupils. For each level of this Model we have selected methods of influence from the resource base of the technology «Class Management». Our study, which covers 6 grades of public and 5 grades of private schools, was conducted using methods: forecasting, surveys, semi-structured interviews, benchmarking, pedagogical experiment, product analysis, continuous expert coaching. Criteria for assessing the state of the educational space have been developed by experts based on groups of classroom management resources that contribute to the formation of pupils’ socio-emotional qualities. The pedagogical experiment lasted 8 months and consisted of purposeful training of teachers and continuous expert coaching of the educational process carried out by them. The results of the experiment show a positive trend in the competence of teachers in using environmental resources to form pupils’ emotional intelligence and build an atmosphere of emotional well-being in the classroom, which allows teachers to increase the technology of implementing effective and favourable for all participants educational process.

CONTINUOUS EXPERTS COACHING TO INCREASE THE COMPETENCE OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN EDUCATIONAL INSTITUTIONS

In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

Automating Analysis and Feedback to Improve Mathematics Teachers’ Classroom Discourse

Our work builds on advances in deep learning for natural language processing to automatically analyze transcribed classroom discourse and reliably generate information about teachers’ uses of specific discursive strategies called ”talk moves.” Talk moves can be used by both teachers and learners to construct conversations in which students share their thinking, actively consider the ideas of others, and engage in sustained reasoning. Currently, providing teachers with detailed feedback about the talk moves in their lessons requires highly trained observers to hand code transcripts of classroom recordings and analyze talk moves and/or one-on-one expert coaching, a time-consuming and expensive process that is unlikely to scale. We created a bidirectional long short-term memory (bi-LSTM) network that can automate the annotation process. We have demonstrated the feasibility of this deep learning approach to reliably identify a set of teacher talk moves at the sentence level with an F1 measure of 65%.

Using Telehealth and Expert Coaching to Support Early Childhood Special Education Parent-Implemented Assessment and Intervention Procedures

Researchers and clinicians have successfully demonstrated the use of telehealth in supporting parents to conduct functional analyses (FAs) and subsequent functional communication training (FCT). We replicated and extended previous research by utilizing telehealth to train an existing Early Childhood Special Education (ECSE) Behavior Specialist to support parent implementation of behavioral procedures. Board Certified Behavior Analysts (BCBAs) coached the existing Behavior Specialist via telehealth, who in turn trained and supported parents to conduct FAs and implement FCT in a community clinic. In four children, 3 years of age and younger, the function of challenging behavior was successfully identified according to a multielement research design. Challenging behavior reduced, and the selected appropriate communication response increased for all participants, evaluated using an AB research design. This study provides initial evidence that parents in rural settings can successfully implement assessment and intervention procedures with the support of an existing ECSE Behavior Specialist receiving coaching from BCBAs via telehealth.

Expert Coaching in Weight Loss: Retrospective Analysis (Preprint)

BACKGROUND Providing coaches as part of a weight management program is a common practice to increase participant engagement and weight loss success. Understanding coach and participant interactions and how these interactions impact weight loss success needs to be further explored for coaching best practices. OBJECTIVE The purpose of this study was to analyze the coach and participant interaction in a 6-month weight loss intervention administered by Retrofit, a personalized weight management and Web-based disease prevention solution. The study specifically examined the association between different methods of coach-participant interaction and weight loss and tried to understand the level of coaching impact on weight loss outcome. METHODS A retrospective analysis was performed using 1432 participants enrolled from 2011 to 2016 in the Retrofit weight loss program. Participants were males and females aged 18 years or older with a baseline body mass index of ≥25 kg/m², who also provided at least one weight measurement beyond baseline. First, a detailed analysis of different coach-participant interaction was performed using both intent-to-treat and completer populations. Next, a multiple regression analysis was performed using all measures associated with coach-participant interactions involving expert coaching sessions, live weekly expert-led Web-based classes, and electronic messaging and feedback. Finally, 3 significant predictors (P<.001) were analyzed in depth to reveal the impact on weight loss outcome. RESULTS Participants in the Retrofit weight loss program lost a mean 5.14% (SE 0.14) of their baseline weight, with 44% (SE 0.01) of participants losing at least 5% of their baseline weight. Multiple regression model (R2=.158, P<.001) identified the following top 3 measures as significant predictors of weight loss at 6 months: expert coaching session attendance (P<.001), live weekly Web-based class attendance (P<.001), and food log feedback days per week (P<.001). Attending 80% of expert coaching sessions, attending 60% of live weekly Web-based classes, and receiving a minimum of 1 food log feedback day per week were associated with clinically significant weight loss. CONCLUSIONS Participant’s one-on-one expert coaching session attendance, live weekly expert-led interactive Web-based class attendance, and the number of food log feedback days per week from expert coach were significant predictors of weight loss in a 6-month intervention.

PENGEMBANGAN LATIHAN TAEKWONDO DENGAN MEDIA AUDIO-VISUAL UNTUK EKSTRAKURIKULER TAEKWONDO DI SMA KABUPATEN TULUNGAGUNG

Abstrack: The research was conducted with the aimed to develop practice-based audiovisual taekwondo for taekwondo in high school extracurricular Tulungagung. Thisresearch includes research and development. The products resulting from this research is packaged in a VCD. To get a result the researchers used three experts that media experts, expert coaching and taekwondo expert. As for the small group trial with 6 students obtained 86.22% and the results of testing large groups with 38 students obtained result of 89.32%. So it can be concluded that this product is valid and can be used.Keywords: taekwondo exercise, audio-visual, extracurricularAbstrak: Penelitian ini dilaksanakan dengan tujuan untuk mengembangkan latihan taekwondo berbasis audio-visual untuk ekstrakurikuler taekwondo di SMA Kabupaten Tulungagung. Penelitian ini termasuk jenis penelitian dan pengembangan. Produk yang dihasilkan dari penelitian ini dikemas dalam bentuk VCD. Untuk mendapat hasil peneliti menggunakan 3 ahli yaitu ahli media, ahli kepelatihan dan ahli taekwondo. Sedangkan untuk uji coba kelompok kecil dengan 6 siswa diperoleh hasil 86,22% serta uji cobakelompok besar dengan 38 siswa diperoleh hasil 89,32%. Jadi dapat disimpulkan bahwa produk ini valid dan dapat digunakan.Kata kunci: latihan taekwondo, audio-visual, ekstrakurikuler