Research in coach education has considered various ways in which coaches learn to coach. Mentoring has received attention in recent years as a possible way for coaches to learn, yet most of the research has described only what is learned not how learning has occurred. Using constructivist theory, this thesis described how learning occurred through a coach mentoring program between swim coaches over an eight week period. The learning experiences in this study showed how constructivist theory can be used to understand learning and how future mentoring programs can be designed for the best learning opportunities for coaches and the best teaching opportunities for mentors.

Thesis (MEd)--University of South Australia, 2000

Thesis (MEd)--University of South Australia, 1996

This study examines the way in which three Education Assistants (EAs) engaged with an Initial Teacher Education (ITE) program at an Australian Higher Education Institution (HEI). In order to assist the EAs to engage with the ITE program the school in which they worked developed a series of intervention strategies. These strategies combined to form what became known as the Christmas Island District High School (CIDHS) Trainee Teacher Program. Through this program the EAs were provided support in the various critical aspects of the ITE program. Within an Australian context the EAs were from non-mainstream backgrounds. They were mature age women who had disrupted educational backgrounds, spoke English as a second language, and were living in a geographically remote location. Their journey from ‘Education Assistant’ to ‘Teacher’, via an ITE program and with the support of the school, is the subject of this inquiry. A grounded qualitative research methodology is used to investigate and analyse the participation of the EAs from their points of view. The personal and grounded experiences of the participants in this study are then supplemented by a review of the international literature pertaining to non-mainstream participation in Higher Education. Specifically, the study examines significant aspects of an ITE program including: • Entrance via alternative access programs • Engagement with course theory and school practicums • Recognition for Prior Learning (RPL) • The implications of studying via distance mode • The role of mentors • The impact of funding structures and fees on non-mainstream students As well as the pragmatic aspects of the program, this study also examines the critical impact that various Discourses (Gee, 1999), and the ideologies that underpin them, had on the ability of the participants to successfully make the transition from Education Assistant to Teacher. The dissertation ends with a series of recommendations for action for the HEI sector, schools sectors and regulatory authorities. The aims are to add to the international literature on non-mainstream participation in ITE and to aid in the development of ITE programs that better address the needs of non-mainstream students.

Thesis (Ph. D.)--George Mason University, 2007. / Title from PDF t.p. (viewed Jan. 18, 2008). Thesis director: Stephen J. Zaccaro. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 88-94). Also available in print.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves 139-152. Also available online via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2008."--from the title page. Includes bibliographical references (p. xix-xxvi).

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 82-92).