Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies 2010


Author(s): Kretlow, Allison GravesBartholomew, Christina C.
Source: Teacher Education and Special Education, v33 n4 p279-299 Nov 2010

Abstract:
The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of literature they searched. In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings. The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions. A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement. The authors offer suggestions for future research and practice related to preservice and in-service teacher training. (Contains 1 table)

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