Teacher coaching in Kenya: Examining instructional support in public and nonformal schools

Resource type
Journal Article
Authors/contributors
Title
Teacher coaching in Kenya: Examining instructional support in public and nonformal schools
Abstract
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Publication
Teaching and Teacher Education
Volume
47
Pages
173-183
Date
April 2015
Journal Abbr
Teaching and Teacher Education
ISSN
0742-051X
Short Title
Teacher coaching in Kenya
Accessed
19/03/2015, 00:03
Library Catalog
ScienceDirect
Extra
shortDOI: 10/f63z7b
Citation
Piper, B., & Zuilkowski, S. S. (2015). Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. Teaching and Teacher Education, 47, 173–183. https://doi.org/10.1016/j.tate.2015.01.001