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“Academic Coaching” for Enhanced Learning, Higher Levels of Student Responsibility, and Greater Retention

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  • Barkley, Andrew P.

Abstract

The relationship between teachers and students has changed. Many writers have put forth hypotheses and ideas about how the current generation of students (Gen‐Y; the “Me Generation”) differs from previous generations. Others focus on teaching methods, course strategies, and technological tools that are effective in the new environment. The objective of this research is to investigate the possibility of “academic coaching” for enhanced student responsibility, higher levels of learning, and greater retention. The concept of “academic coaching” refers to a relationship between teachers and students that is proactive, responsive to student learning outcomes, and committed to student success. The teacher/learner relationship becomes less like a formal instructor and more like a coach.

Suggested Citation

  • Barkley, Andrew P., 2010. "“Academic Coaching” for Enhanced Learning, Higher Levels of Student Responsibility, and Greater Retention," 2010 Annual Meeting, July 25-27, 2010, Denver, Colorado 61853, Agricultural and Applied Economics Association.
    • Handle: RePEc:ags:aaea10:61853
    DOI: 10.22004/ag.econ.61853
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    References listed on IDEAS

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    1. Stigler, George J & Becker, Gary S, 1977. "De Gustibus Non Est Disputandum," American Economic Review, American Economic Association, vol. 67(2), pages 76-90, March.
    2. Gary S. Becker, 1975. "Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, Second Edition," NBER Books, National Bureau of Economic Research, Inc, number beck75-1.
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