Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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? Teachers reporting coaching as a partnership showed positive significant correlations with ITU confidence (corr between .16 and .21) and challenge improvement (corr for index score = .43, p < .001). → Mahsa Bakhshaei 2020 q2 i? Voluntary participation (corr = .36) and non-evaluative support (corr = 0.3) each correlated positively with improvement in classroom challenges (p < .001). → Mahsa Bakhshaei 2020 (2)

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

Correlational analyses of DLP year 2 teacher survey data linking partnership perceptions to ITU confidence ("corr between .16 and .21, p < .001") and to challenge improvement ("corr for index score = .43, p < .001"). The article prints correlations but not in a standardized metric the coding rules accept, so impact is left uncoded.

"Correlation analyses show a positive significant relationship between teachers reporting coaching as a partnership and their confidence in the six areas of their ITU ability (corr between .16 and .21, p < .001) as well as their average improvement in their selected classroom challenge(s), such as assessment or differentiation (corr for index score = .43, p < .001)."

Mahsa Bakhshaei 2020 (2)¶

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 · r2

Survey correlations from the DLP: voluntary participation with a printed "corr with improvement in classroom challenges = .36, p < .001" and non-evaluative support with "corr with improvement in classroom challenges = 0.3, p < .001 ", as printed; no further standardized effect size is given.

"The most important conditions seem to be that teacher participation is voluntary (corr with improvement in classroom challenges = .36, p < .001) and that teachers receive support from a coach in a non-evaluative manner (corr with improvement in classroom challenges = 0.3, p < .001 )."

Studies bearing on this claim¶

Does participation that is voluntary and kept apart from evaluation go with more change in practice? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 3 distinct studies (2 qualitative, 1 associational), q1–q2, 0 of 3 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¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Most coached teachers report improvement across classroom challenge categories after working with a coach — related
• Coaching is more effective when support is personalized to teachers' needs and classroom contexts — related
• In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week — related
• When district administration encourages a culture of coaching, teachers feel more comfortable participating in coaching and taking ownership of change — related
• Coached teachers report significantly higher confidence in their ability to implement impactful technology use — 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
• Administrators' dual role as evaluator and coach can undermine the observation process's professional learning benefits — related
• Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not — related
• DLP teachers reported more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories — related