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

Autor:	Allison G. Kretlow, Christina C. Bartholomew
Rok vydání:	2010
Předmět:	Positive behavior support Evidence-based practice business.industry Teaching method Applied psychology Professional development Educational technology Practicum business Psychology Coaching Education Classwide Peer Tutoring
Zdroj:	Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 33:279-299
ISSN:	1944-4931 0888-4064
DOI:	10.1177/0888406410371643
Popis:	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.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::046788fa8deafd6019645d285767f897 https://doi.org/10.1177/0888406410371643 Zobrazit plný text záznamu