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ERIC Number: EJ1042104
Record Type: Journal
Publication Date: 2014-Jul
Pages: 31
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0042-0859
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
Teemant, Annela
Urban Education, v49 n5 p574-604 Jul 2014
This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers (N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use of five research-based principles of learning--the Standards for Effective Pedagogy--for teaching diverse students. Findings demonstrate instructional coaching led to statistically significant (a) pedagogical transformation and (b) patterns of sustainability and attrition. Implications for theory, practice, and research are derived by interpreting quantitative and qualitative findings together.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: T195N070233