A Description of Instructional Coaching and its Relationship to Consultation

By Carolyn A. Denton, J. Hasbrouck. 2009

245 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/aa42a5bbc7cf7f6efc31fe604db6d6800638ab01

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In Education

1. David Blazar
2. M. Kraft
3. Dylan Hogan
4. Katie Pak
5. W. Reinke
6. K. Herman
7. Lori L. Newcomer
8. C. Dudek

Citations in the corpus

• Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes (2015, background): “Because teacher fidelity impacts intervention effectiveness, and ultimately student outcomes, the provision of adequate training and support within the context of the classroom is critical (Denton & Hasbrouck, 2009; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Joyce & Showers, 1982).”
• The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “Beginning in the late 1990s in the United States, federal legislation aimed at strengthening the quality of reading instruction helped formalize and fund coach positions for reading teachers in schools (Denton & Hasbrouck, 2009).”
• Instructional Coaching as High-Quality Professional Development (2017, background): “Similarly, a coach may take a less intensive approach and sporadically offer instructional consultation, rather than regular cycles of targeted support and deep analysis (Denton & Hasbrouck, 2009).”
• Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching (2017, methodology): “Instructional coaching has become a popular method for enhancing teacher effectiveness and supporting teachers’ professional growth (Denton & Hasbrouck, 2009; Marzano & Simms, 2013).”
• Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “Coaching, a supportive professional development practice in which a person with specialized knowledge in a particular area works directly with a classroom teacher toward changing current practices and improving skills (Denton and Hasbrouck 2009), is a promising approach that can help to address some”
• Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. (2016, background): “…feedback, and opportunities to adapt newly acquired skills into natural classroom contexts (e.g., through coaching or consultation), are also necessary to achieve desired experiential and learning outcomes (Cooper, 2003; Denton & Hasbrouck, 2009; Mangin & Dunsmore, 2014; Neuman & Cunningham, 2009).”