Supervisory teacher coaching shows mixed effects, with six of sixteen reviewed studies reporting improved teacher results and four reporting improved student behaviors¶

Claim · All claims
Evidence · 1 study · review r2 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Across 16 reviewed quasi-experimental and single-subject studies, six reported improved teacher results and four reported improved student behaviors, and only six of sixteen met all quality indicators. → 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 · r2

Systematic review of 16 studies identified through EBSCO, ProQuest, and Google Scholar searches, coded with Gersten et al. (2005) and Horner et al. (2005) quality indicators. The review reports "six reporting improved teacher results and four reporting improved student behaviors."

"Sixteen quasi-experimental and single-subject studies were identified and reviewed using quality indicators specific to quasi-experimental (Gersten et al., 2005) and single subject (Horner et al., 2005) research. Only six of the sixteen studies met all quality indicators. Mixed results were found across the studies, with six reporting improved teacher results and four reporting improved student behaviors."

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

• Parent Coaching Outperforms Information Only — the general claim this finding bears on, with the studies behind it

• Research quality and outcome durability were highest when coaching targeted fidelity of specific academic tasks rather than teacher-specific behaviors — related
• Most reviewed coaching studies did not collect maintenance data, so sustained use of coached practices cannot be confirmed — a narrower finding that bears on this claim
• Teacher praise increased in every reviewed study that coached teachers to increase praise — a narrower finding that bears on this claim
• Coaching components are inconsistently reported: face-to-face feedback appeared in 94% of studies but coaching fidelity was collected in only 50% — related
• 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