How Does Coaching Influence Teacher Implementation of a Science Programme? Evidence from an Experimental Study

Autor/inn/en	Furman, Melina; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia
Titel	How Does Coaching Influence Teacher Implementation of a Science Programme? Evidence from an Experimental Study
Quelle	In: International Journal of Mentoring and Coaching in Education, 10 (2021) 4, S.449-465 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luzuriaga, Mariana) ORCID (Taylor, Inés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-09-2020-0059
Schlagwörter	Institutional Characteristics; Differences; Socioeconomic Status; Foreign Countries; Curriculum Implementation; Science Curriculum; Coaching (Performance); Faculty Development; Elementary School Teachers; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Unterscheiden; Socio-economic status; Sozioökonomischer Status; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: The study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses. Design/methodology/approach: The authors conducted an experimental study. A total of 59 seventh-grade classrooms from a representative sample of public schools from the city of Buenos Aires, Argentina, were provided with research-based science educative curriculum materials (ECM) as resources to improve their teaching. A randomly selected treatment group received additional instructional coaching. Coaches met one-on-one with teachers on a weekly basis, providing pedagogical support to enact the ECM. After a 12-week intervention, the authors analyzed science teaching practices as evidenced in students' notebooks. The authors used a fidelity framework to understand the programme's implementation (with and without coaching), considering its adherence, dosage and quality, and compared how it varied across schools. Findings: While teachers in both groups used the ECM in their science lessons (i.e. with high adherence), instructional coaching almost tripled science teaching time (i.e. the dosage) but did not increase the quality of implementation (i.e. the percentage of inquiry-based science activities taught). In low socioeconomic status schools, the effect of coaching on dosage was even more intense. Originality/value: This study provides robust evidence on the impact of instructional coaching on teaching improvement programmes in science in developing countries, an under researched topic. The findings may contribute to developing targeted coaching interventions considering their effectiveness in different school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01