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¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-15 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Pairing coaching with group trainings is associated with a 0.31 SD larger effect on instruction and 0.12 SD larger on achievement. → Kraft 2018 q2 i? Pairing coaching with instructional resources and materials is associated with 0.21 SD larger instructional gains, while providing a video library is associated with a 0.27 SD smaller effect. → Kraft 2018 (2)

Evidence¶

Kraft 2018¶

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268

q2 · i? · quant-synthesis · r2

Exploratory meta-analytic regression (Table 4) across the 60 causal studies; the authors stress these regressions are descriptive and do not capture the causal effect of a program feature.

"we find that pairing coaching with group trainings is associated with 0.31 SD larger effect size on instruction and 0.12 SD larger effect size on achievement."

Kraft 2018 (2)¶

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268

q2 · i? · quant-synthesis · r2

Same exploratory meta-analytic regression of design features on pooled effect sizes; coefficients are associations from between-study comparisons, not experimental contrasts.

"pairing coaching with instructional resources and materials (e.g., curriculum) also is associated with greater gains (0.21 SD larger), while providing teachers with a video library is associated with more limited benefits (-0.27 SD smaller)."

Studies bearing on this claim¶

Which features of a coaching programme go with larger effects: what it is paired with, its dose, its scale, its target or its mode? This table gathers the studies behind this claim and the 11 narrower claims that bear on it: 7 distinct studies (3 review, 3 qualitative, 1 quant-synthesis), q2, 0 of 7 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

- Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it¶

• A practitioner review reports a meta-analysis of causal coaching studies as finding positive effects of coaching on teachers' instructional practice and student achievement, though one contrasting study found coached teachers no more effective — related
• Coaching program effects shrink substantially at scale: effectiveness trials of larger programs show only a fraction of efficacy-trial effects — related
• No specific coaching dosage is established as necessary; coaching outcomes appear more sensitive to coaching quality than dosage, with sustained duration favoring comprehensive coaching — related
• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects — related
• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — related
• Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality — related