Most reviewed coaching studies did not collect maintenance data, so sustained use of coached practices cannot be confirmed¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? A majority of reviewed studies did not collect maintenance data, so it is not possible to know whether teachers maintained the coached strategy; where behavior was measured, it was not always maintained. → 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 of maintenance across the included studies: Duchaine et al. (2011) showed maintenance returning to baseline for on-task behavior, and most studies (e.g., Gregory et al., 2014; Kretlow et al., 2011, 2012) collected no maintenance data.

"In general, supervisory teacher coaching increased desired behaviors in classroom teachers; however, the behavior was not always maintained nor was maintenance always measured. Duchaine and colleagues displayed mixed results among teachers with the maintenance of behavior specific praise statements."

Discussion¶

Related Claims¶

• Teacher praise increased in every reviewed study that coached teachers to increase praise — 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
• Students' baseline performance of target behaviors was low (0% to 20%) and rose to 100%, maintained by Andy, Jane, and Joan during the maintenance condition — related