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

By Allison G. Kretlow, Christina C. Bartholomew. 2010

499 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1ff7c8509517e1574b6b58e69424f8a194f1d52e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, background): “…question 2, we sought to determine whether performance feedback (e.g., Fallon et al., 2015), a combination of modeling and performance feedback (e.g., Brock & Carter, 2013), and/or a one-to-one coaching format (Kretlow & Bartholomew, 2010) is confirmed as efficacious in the group-design literature.”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “Often, coaching is combined with group training sessions or courses in which teachers are taught new skills or content knowledge (Kretlow & Bartholomew, 2010).”
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, background): “…practices; job-embedded, sustained support related to implementing practices (i.e., coaching); feedback about practice implementation; and information linking improvements in practices to child outcomes (Kretlow & Bartholomew, 2010; Neuman & Cunningham, 2009; Snyder, Hemmeter, & McLaughlin, 2011).”
Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “As a research field, we have a limited understanding of which aspects of our EBPs are directly related to improved outcomes, so giving schools the impression that “high fidelity” is required is misleading (Kretlow & Bartholomew, 2010; McHugo et al., 2007; Webster-Stratton et al., 2011).”
Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder (2014, methodology): “However, more effective models of professional development (e.g., individualized coaching and mentoring; Kretlow & Bartholomew, 2010) are not used widely in schools (Russo, 2004).”
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior (2017, background): “…because of the failure to account for the many factors that may motivate teachers to engage in change and the process by which change occurs (Darling-Hammond et al., 2009; Desimone, Porter, Garet, Yoon, & Birman, 2002; Gonsoulin, Zablocki, & Leone, 2012; Guskey, 2002; Kretlow & Bartholomew, 2010).”
Understanding feedback: A learning theory perspective (2013, background): “Others used different terms: feedback should be concrete (Brinko, 1993) consistent (Brinko, 1993; Ovando, 2005; from social cultural theory), and descriptive (Fund, 2010; Kretlow & Bartholomew, 2010; from social constructivism).”
Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes (2015, methodology): “In another recent review of the literature, Kretlow and Bartholomew (2010) utilized strict selection criteria and included 13 studies; only one of the studies focused on coaching for an intervention targeting social behavior the remaining articles focused on other instructional methods (e.g.,…”
Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching (2017, methodology): “Instructional coaching research has found the combination of modeling, observation, and feedback as highly effective methods for promoting changes in teachers’ practices (Joyce & Showers, 2002; Kretlow & Bartholomew, 2010).”
Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies (2012, background): “Yet neither Kretlow et al. (2010) nor any of the coaching studies examined in the comprehensive literature review by Kretlow and Bartholomew (2010) investigated generalization of coaching to untrained instructional sessions.”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “Inferences about the links between extended supports and positive outcomes derive from the fact that the same or similar statements were made by many research synthesists (Capps et al., 2012; Ingersoll and Strong 2011; Kretlow and Bartholomew 2010; Zaslow et al., 2010), or it was possible to discern”
Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “Modeling and performance feedback are associated with improved implementation in the broader coaching literature, including studies involving follow-up training for special educators (Kretlow & Bartholomew, 2010) and early childhood practitioners (Snyder et al., 2012).”
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching (2015, methodology): “Focused observation is a key component for promoting fidelity of practice implementation because it likely provides a setting event for the teacher to use the practice (Kretlow & Bartholomew, 2010).”
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, unknown): “To optimize the effects of such in-service training, additional individual or team based coaching might be effective, in the context of improving reflective teaching (Kretlow & Bartholomew, 2010; McKeown et al., 2016).”
Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis (2017, background): “Other reviews have focused on contextual features, such as training that occurred in a one-to-one coaching context (e.g., Kretlow & Bartholomew, 2010), and have found that effective coaching often included small-group initial training followed by repeated one-to-one coaching visits involving…”
Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “Use of ongoing coaching following exposure to an intervention has support as an effective practice to increase teachers’ use of skills in classrooms (Kretlow and Bartholomew 2010; Stormont et al. 2013).”