The Utilization of Instructional Coaches on the Impact of Student Achievement and Teacher Instructional Practices in Reading and Math in Grades Three through Eight

Autor/inn/en	Offutt, Laurie; Snead, Donald
Titel	The Utilization of Instructional Coaches on the Impact of Student Achievement and Teacher Instructional Practices in Reading and Math in Grades Three through Eight
Quelle	In: International Journal of the Whole Child, 6 (2021) 2, S.67-84 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Coaching (Performance); Instructional Improvement; Academic Achievement; Teaching Methods; Reading Instruction; Mathematics Instruction; Elementary School Teachers; Middle School Teachers; Faculty Development; Reading Achievement; Mathematics Achievement; Tennessee + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Instructional coaches may assist teachers in their continued learning by providing embedded professional development in areas of need. In this study, most sub-groups in the school district realized increases in proficiency levels in math and reading after the implementation of instructional coaches. Some sub-groups evidenced significant rates of improvement; however, English Language Learners demonstrated lower levels of achievement in both math and reading throughout the year. Both math and reading proficiency levels remain still low and even with instructional coaches in all schools, student achievement did not reach 50%. These findings suggest that the implementation of instructional coaches did not significantly impact student achievement scores, nor did the implementation of instructional coaches improve teachers' instructional practices. Problems with the successful implementation of instructional coaches are described in an effort to increase the positive impact of instructional coaches in the future. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01