Item history (LFriese, Fri Dec 02 2022 19:37:47 GMT+0000 (GMT))

TY - JOUR
TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect
AU - Kraft, Matthew A.
AU - Blazar, David
AU - Hogan, Dylan
T2 - Review of Educational Research
AB - 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. 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.
DA - 2018///
PY - 2018
DO - 10.3102/0034654318759268
DP - DOI.org (Crossref)
VL - 88
IS - 4
SP - 547
EP - 588
J2 - Review of Educational Research
LA - EN
SN - 0034-6543, 1935-1046
ST - The Effect of Teacher Coaching on Instruction and Achievement
UR - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf
L2 - https://scholar.harvard.edu/mkraft/publications/effect-teacher-coaching-instruction-and-achievement-meta-analysis-causal
KW - ___working_potential_duplicate
KW - C:High-income countries
KW - C:United States
ER -

TY - JOUR
TI - The effect of teacher coaching on instruction and achievement: a meta-analysis of the causal evidence
AU - Kraft, Matthew A.
AU - Blazar, David
AU - Hogan, Dylan
T2 - Review of Educational Research
AB - 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. 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.
DA - 2018/08//
PY - 2018
DO - 10.3102/0034654318759268
DP - DOI.org (Crossref)
VL - 88
IS - 4
SP - 547
EP - 588
J2 - Review of Educational Research
LA - en
SN - 0034-6543, 1935-1046
ST - The effect of teacher coaching on instruction and achievement
UR - http://journals.sagepub.com/doi/10.3102/0034654318759268
Y2 - 2021/08/08/17:26:26
L1 - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf
KW - ___working_potential_duplicate
ER -

TY - JOUR
TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
AU - Kraft, Matthew A.
AU - Blazar, David
AU - Hogan, Dylan
T2 - Review of Educational Research
AB - 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.
DA - 2018/08/01/
PY - 2018
DO - 10.3102/0034654318759268
DP - SAGE Journals
VL - 88
IS - 4
J2 - Review of Educational Research
LA - en
SN - 0034-6543
ST - The Effect of Teacher Coaching on Instruction and Achievement
UR - https://doi.org/10.3102/0034654318759268
Y2 - 2022/07/04/13:49:53
KW - effect size
KW - meta-analysis
KW - professional development
KW - teacher education/development
KW - school/teacher effectiveness
KW - experimental design
ER -

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The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal effect

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The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal effect

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