Describe coaching components, collect fidelity and maintenance data, and explore school-personnel and technology-based coaching in future coaching research¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's implications for future research recommend that researchers carefully describe components of the coaching package used, such as coaching dosage and location, to increase accurate replication and identify which components have the greatest effect. It further recommends collecting fidelity of implementation and follow-up or maintenance data, exploring coaching delivered by school personnel such as academic coaches, school psychologists, and administrators, expanding research into special education and secondary classrooms, and continuing to explore technology-based coaching, which may be cost effective and offer flexibility.

Design Implications¶

Context¶

Requirements¶

• Coaching studies must adhere to quality indicators and thoroughly explain standards to ensure replicable, reliable research

Constraints¶

• All studies in this review used university researchers or coaches trained by university researchers, so generalization to school personnel as coaches requires further investigation

Target Learners¶

• K-12 general and special education teachers, including teachers of students with high-incidence disabilities

Target Learning Goals¶

• Sustained, faithful implementation of evidence-based practices introduced through professional development

Related Strategies¶

Examples¶

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Key Sources¶

• Carmouche, M., & Thompson, J. (2018). Supervisory Teacher Coaching in K-12 Classrooms. JAASEP Winter 2018. https://eric.ed.gov/?id=EJ1254603