Evaluation of MyTeachingPartner-Secondary Delivered Using Local Coaches during the COVID-19 Pandemic: Evidence from a Randomized Experiment

Autor/inn/en	Wayne, Andrew J.; Song, Mengli; Bishop, Alex; Graczewski, Cheryl; Kitmitto, Sami; Lally, Heleana
Institution	American Institutes for Research (AIR)
Titel	Evaluation of MyTeachingPartner-Secondary Delivered Using Local Coaches during the COVID-19 Pandemic: Evidence from a Randomized Experiment
Quelle	(2023), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Teachers; High School Teachers; Coaching (Performance); COVID-19; Pandemics; Program Effectiveness; Fidelity; Teacher Attitudes; Teaching (Occupation); Self Efficacy; Interaction; Learner Engagement; Academic Achievement; Teacher Effectiveness; Faculty Development; Program Implementation; Barriers; Context Effect; Individual Characteristics + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lehrerverhalten; Teaching; Lehrberuf; Self-efficacy; Selbstwirksamkeit; Interaktion; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Relying on a teacher-level randomized experiment with a sample of 87 middle and high school teachers, this study was designed to examine the implementation and impact of MyTeachingPartner-Secondary delivered by local coaches who were trained and supported by the program provider. Due to disruptions caused by the COVID-19 pandemic, implementation of the 2-year program during the first year (2021-22) was weak, and only four of six study districts continued to participate in the study in the second year. Implementation during the second year was stronger but still did not achieve fidelity based on pre-specified fidelity thresholds. Analyses of teacher survey data revealed that the program had a statistically significant positive impact on teachers' enthusiasm about teaching and a marginally significant positive impact on teachers' self-efficacy at the end of the 2-year program. Nevertheless, the study did not find any significant impact on the quality of classroom interactions or student engagement based on observations at the end of Year 2 or on students' math or English language arts achievement at the end of Year 1. (Year 2 student achievement data are not yet available.) Results from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic. [American Institutes for Research (AIR) collaborated with Teachstone to implement this study.] (As Provided).
Anmerkungen	American Institutes for Research. 1400 Crystal Drive 10th Floor, Arlington, VA 22202. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: https://www.air.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01