Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies

Author: Allison Graves Kretlow, Christina Bartholomew

Year: 2010

Paper Description

The purpose of the study was to see how coaching can help teachers learn and use evidence-based practices in the classroom. (Evidence-based practices are defined as teaching methods that have been shown to be effective in research studies.)

The researchers conducted a review of the literature, meaning they looked at all of the research studies that had been done on coaching and evidence-based practices at the time the study took place. They found 13 studies that met their criteria.

Key Takeaway 1

The studies showed that coaching can help teachers learn and use evidence-based practices in the classroom. The most effective coaching interventions involved: Small-group training, Multiple observations, Feedback, Modeling

Key Takeaway 2

The research shows that coaching can help teachers learn and use better (evidence-based) teaching methods, and that this can lead to improved student achievement.

Standout Quote

“The results of this review suggest coaching is a promising practice for promoting high fidelity of evidence-based practices from training settings to real classroom settings.”

Tags

evidence-based practices, meta-analysis, professional development, teacher preparation practices and outcomes, teacher development, instructional coaching, expertise, expert teachers, teaching, school improvement, pedagogy, ITT, ITE