Teacher praise increased in every reviewed study that coached teachers to increase praise¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Over half of the reviewed studies used teacher praise as a dependent variable, and in each such study teacher praise increased with the coaching intervention. → 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 synthesis of the Results section: studies using teacher praise as a dependent variable, over 56% of the review, reported praise increases under coaching; one study also found increased higher level questioning and decreased general nonspecific praise.

"Over half of the studies reviewed concentrated on coaching to increase teacher praise. In each study, teacher praise increased with the support of the coaching intervention. In addition to teacher praise, one study found an increase in the use of higher level questioning and a decrease in general, nonspecific praise."

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
• Most reviewed coaching studies did not collect maintenance data, so sustained use of coached practices cannot be confirmed — related
• Research quality and outcome durability were highest when coaching targeted fidelity of specific academic tasks rather than teacher-specific behaviors — 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
• Supervisory teacher coaching shows mixed effects, with six of sixteen reviewed studies reporting improved teacher results and four reporting improved student behaviors — a broader claim this one bears on
• 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
• Students' social reasoning is less likely to be followed by teachers' high-level prompting and more likely to be followed by specific praise — related