The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers 'instructional practice and students 'aca...
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| Vydáno v: | Review of educational research Ročník 88; číslo 4; s. 547 - 588 |
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| Hlavní autoři: | , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Los Angeles, CA
SAGE Publications
01.08.2018
American Educational Research Association |
| Témata: | |
| ISSN: | 0034-6543, 1935-1046 |
| On-line přístup: | Získat plný text |
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| Abstract | Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers 'instructional practice and students 'academic achievment. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers in the United States. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. |
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| AbstractList | Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers' instructional practice and students' academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers in the United States. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers 'instructional practice and students 'academic achievment. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers in the United States. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. |
| Audience | Early Childhood Education |
| Author | Kraft, Matthew A. Blazar, David Hogan, Dylan |
| Author_xml | – sequence: 1 givenname: Matthew A. surname: Kraft fullname: Kraft, Matthew A. – sequence: 2 givenname: David surname: Blazar fullname: Blazar, David – sequence: 3 givenname: Dylan surname: Hogan fullname: Hogan, Dylan |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1185488$$DView record in ERIC |
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| Publisher | SAGE Publications American Educational Research Association |
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| SubjectTerms | Academic Achievement Causal Models Coaching (Performance) Early Childhood Education Educational Research Effect Size Elementary Education Elementary School Teachers Faculty Development Literacy Literacy Education Meta Analysis Preschool Education Program Effectiveness Research design Systematic review Teacher Competencies Teacher education Teacher Effectiveness Teachers Teaching methods |
| Title | The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence |
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