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ERIC Number: EJ1141732
Record Type: Journal
Publication Date: 2017-Apr
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
Meta-Analysis Reveals Coaching's Positive Impact on Instruction and Achievement
Killion, Joellen
Learning Professional, v38 n2 p20-23 Apr 2017
In each issue of "The Learning Professional," Joellen Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. In this issue, Killion explores the study presented in "The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence" (Kraft, Blazar, and Hogan 2016). A meta-analysis of 37 studies of teacher coaching, many focused on literacy coaching, reveals that coaching positively affects both teaching practice and student achievement. The pooled effects of both general coaching and content-specific coaching have a positive and significant effect on teacher instruction as measured by classroom observations. Both general and content-specific coaching have a positive and significant effect on student achievement. The effects of teacher coaching on student achievement pooled across reading, math, and science are positive and significant. Content-specific coaching has a positive and significant effect on reading achievement. The number of studies of math and science content-specific coaching is small, and results are not significant.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A