Meta-Analysis Reveals Coaching's Positive Impact on Instruction and Achievement

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 C...

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Bibliographic Details
Published inThe learning professional Vol. 38; no. 2; pp. 20 - 23
Main Author Killion, Joellen
Format Journal Article
LanguageEnglish
Published Learning Forward 01.04.2017
Subjects
Coaching (Performance)
Effect Size
Faculty Development
Instructional Effectiveness
Instructional Improvement
Intermode Differences
Meta Analysis
Performance Factors
Program Implementation
Teacher Effectiveness
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Summary: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.
ISSN:2476-194X