Teacher Coaching Supported by Formative Assessment for Improving Classroom Practices
Fabiano, Gregory A.; Reddy, Linda A.; Dudek, Christopher M. (2018). School Psychology Quarterly, v33 n2 p293-304. Retrieved from: https://eric.ed.gov/?id=EJ1181704
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examining78Teachers, gradesK-5
Single Study Review
Review Details
Reviewed: April 2021
- Single Study Review (findings for Teacher coaching)
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a randomized controlled trial with high attrition, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Classroom Strategies Assessment System (CSAS) - Observer: Total Behavior Management Discrepancy Scores |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
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15.85 |
23.88 |
Yes |
|
|
|
Classroom Strategies Assessment System (CSAS) - Observer: Idiographic Behavioral Management Strategies |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
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0.54 |
0.00 |
Yes |
|
|
|
Classroom Strategies Assessment System (CSAS) - Observer: Idiographic Instructional Strategies |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
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0.31 |
0.08 |
No |
-- | |
|
Classroom Strategies Assessment System (CSAS) - Observer: Total Instructional Discrepancy Scores |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
13.88 |
17.15 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 94%
Male: 6% -
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New Jersey, New York
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Race Asian 3% Black 2% Other or unknown 1% White 95% -
Ethnicity Hispanic 1% Not Hispanic or Latino 99%
Study Details
Setting
Participants included 89 general education elementary school teachers, distributed across kindergarten through fifth grade, from 15 schools located in New Jersey and New York. The number of teachers per school ranged from 1 to 26.
Study sample
The following sample characteristics reflect the 89 teachers at baseline. The immediate intervention group was mostly female (93%) with an average age of 40 years. The majority (97%) were white, with 3% reporting their race as Asian. The average number of years in their current position was 6. The comparison group was mostly female (96%) with an average age of 39 years. The majority (93%) were white, with 3% reporting their race as Asian and 3% reporting their race as Middle Eastern, and 2% reporting their ethnicity as Hispanic/Latino. The average number of years in their current position was 7.
Intervention Group
The intervention is a 5-week teacher coaching model designed to improve elementary school general education teachers' use of instructional and behavioral management strategies in their classrooms. Brief coaching sessions are combined with ongoing classroom observations to promote teachers’ use of strategies such as labeled praise, effective instructions and commands, opportunities to respond, and use of effective corrective feedback. Coaches observe teachers and provide feedback on strategy implementation by using a multidimensional classroom observation instrument as well as visual performance feedback to display teachers’ progress. Teachers and coaches collaborate with one another to identify needs, set goals, monitor progress towards goals, and create plans for sustaining the practices. Coaches provide one 30-minute coaching session per week.
Comparison Group
The comparison condition completed the baseline measures and then did not interact with study staff until the postintervention assessment. After posttest data were collected, they received the intervention.
Support for implementation
Coaches implementing the intervention participated in the observer training and were certified as CSAS-Observers. They also received additional training in coaching procedures and the coaching model, using a manualized approach. Prior to engaging in coaching, coaches participated in practice mock meetings, received feedback from supervisors, and viewed others practicing the approach.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).