Research quality and outcome durability were highest when coaching targeted fidelity of specific academic tasks rather than teacher-specific behaviors¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Studies coaching fidelity of implementation of specific academic tasks met more quality indicators and demonstrated more immediate and sustained positive outcomes than studies targeting teacher-specific behaviors such as praise. → Carmouche 2018

Evidence¶

Carmouche 2018¶

Carmouche, M., & Thompson, J. (2018). Supervisory Teacher Coaching in K-12 Classrooms. JAASEP Winter 2018. https://eric.ed.gov/?id=EJ1254603

q2 · i? · review · r3

Review discussion comparing quality-indicator adherence across the 16 studies. The authors suggest the discrepancy may exist because it is easier to measure data on a specific academic task than on teacher-specific behaviors.

"quality was highest in both single case and quasi-experimental design studies where teachers received coaching to improve the fidelity of implementation of specific academic tasks (e.g., reading comprehension, calendar math), as compared to when it was introduced to change teacher-specific behaviors (e.g., praise statements, opportunities to respond)."

Discussion¶

Related Claims¶

• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — the general claim this finding bears on, with the studies behind it
• Supervisory teacher coaching shows mixed effects, with six of sixteen reviewed studies reporting improved teacher results and four reporting improved student behaviors — related
• Teacher praise increased in every reviewed study that coached teachers to increase praise — related
• Most reviewed coaching studies did not collect maintenance data, so sustained use of coached practices cannot be confirmed — related
• Teachers and coaches in the qualitative study perceived that coaching increased teacher knowledge and practice, with sustainable practices and positive student learning outcomes — related