Cognitive Coachingâ„ and Adaptive Schoolsâ„
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We present Outstanding Research Awards for both Cognitive Coachingâ„ and Adaptive Schoolsâ„ each year to promote the scholarly study of the theory and practice of both bodies of work and
deepen the supportive research base.
Awards Presented Each January
in the following areas
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Masters Theses â—Ź Doctoral Dissertations â—Ź Classroom-Based Research â—Ź Independent Research
Submissions due by December 1
to Jenny Edwards, jedwards@fielding.edu
Outstanding Research Award
Criteria & Additional Information
Click the links below to download research resources
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Conducting Action Research On the Effects of Cognitive Coachingâ„ and Adaptive Schoolsâ„ - A guide by Jenny Edwards, PhD
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Use the Instruments for Conducting Research download here
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Adaptive Schoolsâ„ Research Award criteria and requirements download here
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Cognitive Coachingâ„ Research Award criteria and requirements download here
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Questions? Email Jenny Edwards, PhD at jedwards@fielding.edu
January 2026 - 20th Edition
Cognitive Coachingâ„ : A Synthesis of the Research
Cognitive Coachingâ„ has proven to improve performance and resourcefulness in individual and organizations. This edition celebrates 20 years of evidence that Cognitive Coachingâ„ truly makes a difference. Check out the collection of evidence organized in a easy-to-read format!
Jenny Edwards, PhD
October 2014
Cognitive Coachingâ„ : A Synthesis of the Research
Based on the synthesis of research, these slides present research-based reasons for implementing Cognitive Coachingâ„ . Additionally, the slides provide recommendations for schools to ensure maximum return on the investment of implementing Cognitive Coachingâ„ .
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Jenny Edwards, PhD
January 2003
Cognitive Coachingâ„ in Retrospect: Why It Persists
Based on the synthesis of research, these slides present research-based reasons for implementing Cognitive Coachingâ„ . Additionally, the slides provide recommendations for schools to ensure maximum return on the investment of implementing Cognitive Coachingâ„ .
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Arthur L. Costa, Ed.D.
Robert J. Garmston, Ed.D.
November 2004
The Process of Becoming and Helping Others to Become: A Grounded Theory Study
This study explores the impact Cognitive Coachingâ„ training had on educators "Becoming" in their lives. Learn the five areas in the process of Becoming and how learning coaching skills supported the educators and their peers.