{"title":"选择平台","authors":"","doi":"10.4018/978-1-7998-7522-2.ch011","DOIUrl":null,"url":null,"abstract":"Chapter 11 is about picking the platforms needed for successful virtual coaching. The authors first define the types of interactions that need to occur virtually including asynchronous, synchronous, and file management. Included is a table that offers examples of each type of interaction organized within each of the VECTOR phases. The authors then include a section that highlights the technology use habits of successful virtual coaches and practical checklists to support reader implementation and use of suggested tips and strategies.","PeriodicalId":448775,"journal":{"name":"Implementing a Virtual Coaching Model for Teacher Professional Development","volume":"27 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Picking Platforms\",\"authors\":\"\",\"doi\":\"10.4018/978-1-7998-7522-2.ch011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Chapter 11 is about picking the platforms needed for successful virtual coaching. The authors first define the types of interactions that need to occur virtually including asynchronous, synchronous, and file management. Included is a table that offers examples of each type of interaction organized within each of the VECTOR phases. The authors then include a section that highlights the technology use habits of successful virtual coaches and practical checklists to support reader implementation and use of suggested tips and strategies.\",\"PeriodicalId\":448775,\"journal\":{\"name\":\"Implementing a Virtual Coaching Model for Teacher Professional Development\",\"volume\":\"27 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Implementing a Virtual Coaching Model for Teacher Professional Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-7998-7522-2.ch011\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Implementing a Virtual Coaching Model for Teacher Professional Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-7522-2.ch011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Chapter 11 is about picking the platforms needed for successful virtual coaching. The authors first define the types of interactions that need to occur virtually including asynchronous, synchronous, and file management. Included is a table that offers examples of each type of interaction organized within each of the VECTOR phases. The authors then include a section that highlights the technology use habits of successful virtual coaches and practical checklists to support reader implementation and use of suggested tips and strategies.
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