The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

By M. Kraft, David Blazar, Dylan Hogan. 2018

1,118 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/78d46abe70ad4670aeb410125306437651b9f268

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Citations in the corpus

Effective Programs in Elementary Mathematics: A Meta-Analysis (2021, background): “Coaching has been found to be an effective component of PD in mathematics (Kraft et al., 2018).”
Identifying the characteristics of effective teacher professional development: a critical review (2020, methodology): “…meta-analysis identified 44 evaluations of instructional coaching programmes, with an average impact on pupil learning of 0.15 standard deviations (Kraft et al., 2018).2 The inclusion criteria for the meta-analysis required studies to employ either difference-indifference, regression…”
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, background): “The effect size we observed for the overall effect on instructional skills (and clarity of instruction in the sub-analysis) for PSTs is less strong (i.e., small) in comparison to the coaching effect for in-service teachers (i.e., large; Kraft et al., 2018).”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “It is noteworthy that there is a strong relationship between sense of school belonging and social awareness (Kraft et al., 2018).”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, methodology): “Relying heavily on the clear analytic approach of Kraft, Blazar, and Hogan (2018), we address the clustered nature of our outcomes by estimating all models using robust variance estimation methods (Hedges, Tipton, & Johnson, 2010; Tanner-Smith & Tipton, 2014), which account both for the different…”
Hot Temperature and High-Stakes Performance (2020, background): “…affects various partsofthebraindifferently, givenprevious work that findssimpleverbalassessments to be noisier measures of student achievement (Kraft, Blazar, and Hogan 2018; Kraft 2019),analternativeexplanationmaybethatthelackofimpactonreadingperformancein…”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, background): “…that used randomized control trials or rigorous quasi-experimental methods to evaluate teacher coaching programs found that, on average, the programs improved instructional quality by half a standard deviation and student achievement by almost one fifth of a standard deviation (Kraft et al., 2018).”