Delivery of the coaching programme varied considerably across the four schools in format, frequency, duration, and coach training and supervision¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly

Subclaims¶

q2 i? Pupils received a mixture of one-to-one and small group support, with frequency and duration of sessions ranging widely between schools and students, and variation in coach training and supervision. → Lord 2015

Evidence¶

Lord 2015¶

Lord, P., Bradshaw, S., Stevens, E. and Styles, B. (2015). Perry Beeches Coaching Programme: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581144

q2 · i? · causal · r2

Process evaluation based on observations of nine sessions (400 minutes of tuition) involving 9 of 16 coaches, group interviews with 12 of 16 coaches, and coach log review. The report also notes variation in the training and supervision coaches received.

"There was considerable variation in the way that the initiative was delivered across the four schools. Pupils received a mixture of one to one and small group support, but the frequency and duration of sessions ranged widely between schools and students."

Discussion¶

Related Claims¶

• 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
• Coaches reported that pupils engaged well with the variety of coaching sessions and found both one-to-one and small group work beneficial — related
• Frequency of coaching field support varies across California induction programs and is positively related to administrators' ratings of program effectiveness — related
• The process evaluation found ThinkForward feasible to deliver, with teachers reporting benefits for intervention pupils' behaviour — related