Workplace Coaching

Article


Passmore, J., Van Nieuwerburgh, C. and Barr, M. 2019. Workplace Coaching. Oxford Bibliographies: Management. https://doi.org/10.1093/obo/9780199846740-0164
AuthorsPassmore, J., Van Nieuwerburgh, C. and Barr, M.
JournalOxford Bibliographies: Management
Year2019
PublisherOxford University Press
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1093/obo/9780199846740-0164
Publication dates
Online28 Aug 2019
Publication process dates
Deposited28 Sep 2020
Copyright holder© 2019 Oxford University Press
Copyright informationThis material was originally published in Oxford Bibliographies: Management edited by Griffin, R. W., and has been reproduced by permission of Oxford University Press https://doi.org/10.1093/obo/9780199846740-0164 For permission to reuse this material, please visit http://global.oup.com/academic/rights.
EditorsGriffin, R. W.
ISBN9780199846740
Permalink -

https://repository.uel.ac.uk/item/887yz

Restricted files

Accepted author manuscript

  • 59
    total views
  • 0
    total downloads
  • 5
    views this month
  • 0
    downloads this month

Export as

Related outputs

Experience of positive psychology coaching while working from home during the COVID-19 pandemic: an Interpretative Phenomenological Analysis
Van Nieuwerburgh, C., Barr, M., Fouracres, A. J. S., Moin, T., Brown, C., Holden, C., Lucey, C. and Thomas, P. 2021. Experience of positive psychology coaching while working from home during the COVID-19 pandemic: an Interpretative Phenomenological Analysis. Coaching: An International Journal of Theory, Research and Practice. https://doi.org/10.1080/17521882.2021.1897637
The experience of positive psychology coaching following unconscious bias training: An Interpretative Phenomenological Analysis
Tia Moin, F. K. and Van Nieuwerburgh, C. 2021. The experience of positive psychology coaching following unconscious bias training: An Interpretative Phenomenological Analysis. International Journal of Evidence Based Coaching and Mentoring. 19 (1), pp. 74-89. https://doi.org/10.24384/n4hw-vz57
‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis
Lucey, C. and Van Nieuwerburgh, C. 2020. ‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice. 14 (1), pp. 62-77. https://doi.org/10.1080/17521882.2020.1753791
Creating coaching cultures in schools
Munro, C., Barr, M and Van Nieuwerburgh, C. 2020. Creating coaching cultures in schools. in: Jackson, E. and Berkeley, A. (ed.) Sustaining Depth and Meaning in School Leadership: Keeping Your Head Routledge.
Experiences of aspiring school principals receiving coaching as part of a leadership development programme
Van Nieuwerburgh, C., Barr, M., Munro, C., Noon, H. and Arifin, D. 2020. Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education. 9 (3), pp. 291-306. https://doi.org/10.1108/IJMCE-11-2019-0107
The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis
Fouracres, A. J. S. and Van Nieuwerburgh, C. 2020. The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 43-56. https://doi.org/10.24384/e0jp-9m61
Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches
Noon, H. and Van Nieuwerburgh, C. 2020. Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 88-102. https://doi.org/10.24384/hqe5-4803
The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis
Tee, D., Barr, M. and Van Nieuwerburgh, C. 2019. The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 17 (2), pp. 52-63. https://doi.org/10.24384/ssyk-hx16
A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis
Mattar, M., Van Nieuwerburgh, C., Barr, M. and Jacob, Y. 2018. A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis. International Coaching Psychology Review. 13 (2), pp. 78-87.
Coaching in Education
Van Nieuwerburgh, C. and Barr, M. 2016. Coaching in Education. in: Bachkirova, T., Spence, G. and Drake, D. (ed.) The SAGE Handbook of Coaching SAGE Publications.
Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis
Van Nieuwerburgh, C. and Lech, Agnieszka 2015. Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis. International Journal of Wellbeing. 5 (3), pp. 72-84.
Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis
Barr, M. and Van Nieuwerburgh, C. 2015. Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis. International Coaching Psychology Review. 10 (2), p. 190–204.
The development of peer coaching skills in primary school children in years 5 and 6
Briggs, Mary and Van Nieuwerburgh, C. 2010. The development of peer coaching skills in primary school children in years 5 and 6. Procedia - Social and Behavioral Sciences. 9, pp. 1415-1422.