How Features of the Implementation Process Shape the Success of an Observation-Based Coaching Program:Perspectives of Teachers and Coaches

Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers' meaningful engagement in and learning from the PD program. We interviewed seven PD coaches and a selection of 11 teachers involved in a 3-year PD project. We found that how the school and the coach implemented the PD project played a critical role in shaping teachers' willingness to participate in the program. We conclude that the success of a PD program depends not only on enduring effective PD features but also and especially on the PD implementation process within the context of daily school life

Decomposing the observation-based coaching process:The role of coaches in supporting teacher learning

Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture and credibility, which were embedded in four general coaching phases. Depending on how a coach chose, stressed and shifted among coaching phases, the coaching process can vary mainly between prescriptive and collaborative coaching pathways, with multiple routes to shift between them. Findings also suggest that these pathways require different combinations and intensity of coaching culture and coaching pedagogy to be effective. Lastly, the coaching pathway framework not only illuminates different coaching pathways but also helps coaches differentiate their coaching in the future (i.e., shift between and stress different phases), corresponding to the needs of individual teachers related to specific topics in their unique school context

Cutting Force Predication Based on Integration of Symmetric Fuzzy Number and Finite Element Method

In the process of turning, pointing at the uncertain phenomenon of cutting which is caused by the disturbance of random factors, for determining the uncertain scope of cutting force, the integrated symmetric fuzzy number and the finite element method (FEM) are used in the prediction of cutting force. The method used symmetric fuzzy number to establish fuzzy function between cutting force and three factors and obtained the uncertain interval of cutting force by linear programming. At the same time, the change curve of cutting force with time was directly simulated by using thermal-mechanical coupling FEM; also the nonuniform stress field and temperature distribution of workpiece, tool, and chip under the action of thermal-mechanical coupling were simulated. The experimental result shows that the method is effective for the uncertain prediction of cutting force

A Phenomenographic Study of Chinese Undergraduates’ Conceptions of Learning in Transnational Programs

Although higher education transnational programs are becoming increasingly prevalent worldwide, little is known about student’s conceptions of learning, which could help to improve the education quality of such programs. This study investigated Chinese undergraduates’ conceptions of learning in programs cooperatively run by Chinese and non-Chinese universities. The research methodology adopted is phenomenography. Data are collected through semi-structured interviews with 30 undergraduates and analyzed following the phenomenographic principles to identify the referential and structural aspects of each conception. Ultimately six main conceptions of learning and four sub-conceptions are identified, namely, learning as increase of new knowledge, memorization with/without understanding, application with/without understanding, making sense of the knowledge acquired, gaining a new perspective to view reality and personal change and growth based on an extensive understanding of learning. Generally speaking, the relationship found between conceptions is hierarchical, yet the sub-conceptions or branches are also notable. The findings not only demonstrate the complexity of Chinese students’ conceptions of university learning under a cross-culture learning and teaching context, but they also point to the possibility of there being something new to discover, even for some familiar and well-established conceptions. The implications and recommendations for future studies are provided in the end. </jats:p

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

Abstract This study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self‐confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students

Transitioning to an independent researcher:Reconciling the conceptual conflicts in cross-cultural doctoral supervision

To gain an in-depth understanding of the causes of the often implicit misunderstandings between Western supervisors and their Chinese doctoral students, we examined my lived experiences as a Chinese international doctoral student under the supervision of my Australian supervisors. Our data revealed how misunderstandings arose and evolved from mismatched assumptions that are rooted in the home and host cultures. We found that I was able to gain new insight in three key ways: developing self-confidence in driving my own research; re-conceptualising 'critical thinking'; and re-evaluating my own gendered social construction as an independent researcher. We reconsidered the possible roles of misunderstandings as catalysts for positive development of independent judgment