Item history (bjohas, Wed Jul 29 2020 12:26:55 GMT+0100 (BST))
TY  - JOUR 
TI  - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools 
AU  - Piper, Benjamin 
AU  - Zuilkowski, Stephanie Simmons 
T2  - Teaching and Teacher Education 
AB  - 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. 
DA  - 2015/04// 
PY  - 2015 
DO  - 10.1016/j.tate.2015.01.001 
DP  - ScienceDirect 
VL  - 47 
SP  - 173 
EP  - 183 
J2  - Teaching and Teacher Education 
SN  - 0742-051X 
ST  - Teacher coaching in Kenya 
UR  - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 
Y2  - 2015/03/19/00:03:56 
KW  - AWP2 
KW  - CitedIn:AKFC 
KW  - CitedIn:OER4Schools-HHH3-B 
KW  - Coaching 
KW  - Instruction 
KW  - Kenya 
KW  - Literacy 
KW  - PRIMR 
KW  - professional development 
ER  -  
 
TY  - JOUR 
TI  - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools 
AU  - Piper, Benjamin 
AU  - Zuilkowski, Stephanie Simmons 
T2  - Teaching and Teacher Education 
AB  - 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. 
DA  - 2015/04// 
PY  - 2015 
DO  - 10.1016/j.tate.2015.01.001 
DP  - ScienceDirect 
VL  - 47 
SP  - 173 
EP  - 183 
J2  - Teaching and Teacher Education 
SN  - 0742-051X 
ST  - Teacher coaching in Kenya 
UR  - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 
Y2  - 2015/03/19/00:03:56 
KW  - Literacy 
KW  - Kenya 
KW  - CitedIn:OER4Schools-HHH3-B 
KW  - Instruction 
KW  - AWP2 
KW  - CitedIn:AKFC 
KW  - professional development 
KW  - PRIMR 
KW  - Coaching 
ER  -
group:2405685
itemKey:LM7EYD5E
itemKeyOld:WU59KPEH