Exploring Mechanisms of Effective Teacher Coaching: A Tale of Two Cohorts From a Randomized Experiment

被引：41

作者：

Blazar, David ^{[1
]}

Kraft, Matthew A. ^{[2
]}

机构：

[1] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA

[2] Brown Univ, Educ, Providence, RI 02912 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2015年 / 37卷 / 04期

关键词：

teacher coaching; professional development; randomized control trial; causal mechanisms; PROFESSIONAL-DEVELOPMENT; IMPACT; INTERVENTION; LANGUAGE; MIDDLE;

D O I：

10.3102/0162373715579487

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Although previous research has shown that teacher coaching can improve teaching practices and student achievement, little is known about specific features of effective coaching programs. We estimate the impact of MATCH Teacher Coaching (MTC) on a range of teacher practices using a blocked randomized trial and explore how changes in the coaching model across two cohorts are related to program effects. Findings indicate large positive effects in Cohort 1 but no effects in Cohort 2. After ruling out explanations related to the research design, a set of exploratory analyses suggest that differential treatment effects may be attributable to differences in coach effectiveness, coaching dosage, and the focus of coaching across cohorts.

引用

页码：542 / 566

页数：25

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