Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices. Appendix. NCEE-2022-006a

Autor/inn/en	Clark, Melissa; Max, Jeffrey; James-Burdumy, Susanne; Robles, Silvia; McCullough, Moira; Burkander, Paul; Malick, Steven
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Mathematica
Titel	Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices. Appendix. NCEE-2022-006a
Quelle	(2022), (86 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Coaching (Performance); Video Technology; Academic Achievement; Teaching Methods; Faculty Development; Elementary School Teachers; Teacher Effectiveness; Teaching Experience; Program Effectiveness; Mathematics Achievement; Grade 4; Grade 5; Classroom Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Klassenklima; Unterrichtsklima
Abstract	These are the appendices for the report "Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices. Evaluation Report." This report examined a promising strategy for individualized coaching: professional coaches--rather than district or school staff--providing feedback to teachers based on videos of their instruction. Feedback based on videos gives teachers the opportunity to observe and reflect on their own teaching and allows coaches to show teachers specific moments from their teaching when providing feedback. For this study, 107 elementary schools were randomly divided into three groups: one that received fewer highly structured cycles of focused professional coaching during a single school year (five cycles), one that received more (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers' experiences and student achievement across the three groups to determine the effectiveness of the two versions of the coaching. This document provides additional details on the coaching provided for the study, the approach to carrying out the study, and the findings presented in the report. The following three appendices are included: (1) The Study's Video-Base Coaching for Teachers; (2) Study Design, Data Collection, and Analytic Methods; and (3) Supplemental Exhibits and Information on Study Findings. [For the full report, see ED619739. For the Study Highlights, see ED619740.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01