Coached teachers report greater impact of their technology use on student engagement and learning¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2020 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Coached teachers' ratings were significantly higher on index scores for the impact of their ITU practices on students' engagement and learning (printed effect sizes = .4, p < .001). → Mahsa Bakhshaei 2020
Evidence¶
Mahsa Bakhshaei 2020¶
Mahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. (2020). Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology. SITE 2020 - Online, April 7-10, 2020. https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21
q2 · i? · associational · r1
Year 2 DLP teacher post-survey contrast of coached versus non-coached teachers on perceived impact of ITU on student engagement and learning; the article prints "effect sizes = . 4, p < .001" without naming a standardized metric, so no impact magnitude is coded.
"Finally, compared to teachers who were not coached, coached teachers’ ratings were significantly higher on index scores for the impact of their overall ITU practices on their students’ engagement and learning (effect sizes = . 4, p < .001)."
Discussion¶
Related Claims¶
- Coached teachers report more frequent impactful technology use practices developing student skills — related
- DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers — related
- More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency — related
- Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
coaching-increases-perceived-itu-impact-engagement-learning |
title |
Coached teachers report greater impact of their technology use on student engagement and learning |
description |
Coached teachers report greater impact of their technology use on student engagement and learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mahsa-bakhshaei-2020 |
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