Video-based analysis of teacher-student interactions mediates positive coaching outcomes, and challenging teachers supports reflection but is uncommon¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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? In a thirteen-school English coaching study, positive outcomes were mediated by the use of video to analyze teacher-student interactions. → Tina Ehsanipour & Florencia Gomez Zaccarelli 2017 q2 i? Challenging teachers supported dissonance between planning and enacting instruction and favored reflection, but was not common in coaching practice. → Tina Ehsanipour & Florencia Gomez Zaccarelli 2017

Evidence¶

Tina Ehsanipour & Florencia Gomez Zaccarelli 2017¶

Tina Ehsanipour & Florencia Gomez Zaccarelli. (2017). Exploring Coaching for Powerful Technology Use in Education. Center to Support Excellence in Teaching - Stanford University. https://digitalpromise.dspacedirect.org/items/2f8e7466-5d96-49c4-b8cc-5b70690e0db9

q2 · i? · review · r2

The paper reports Lofthouse et al.'s (2010) study of coaching in thirteen schools in four regions of England, where "challenging teachers supported the emergence of dissonance between planning and enacting instruction" and favored reflection. No effect sizes printed.

"This study also found that positive outcomes were mediated by the use of video to analyze teacher-students interactions with coached teachers ."

Discussion¶

Related Claims¶

• Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits — related
• Video-based self-observation of teaching was among the most powerful parts of the coaching process for teachers — related