How does coaching influence teacher implementation of a science programme? Evidence from an experimental study

Author:

Furman Melina,Luzuriaga MarianaORCID,Taylor InésORCID,Podestá María Eugenia

Abstract

PurposeThe 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/approachThe 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.FindingsWhile 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/valueThis 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.

Publisher

Emerald

Subject

Education,Life-span and Life-course Studies

Reference62 articles.

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3. Argentine Ministry of Education (2019), “Informe aprender”, available at: https://www.argentina.gob.ar/sites/default/files/aprender2018_primaria.pdf (accessed 31 August 2020).

4. Interacting with a suite of educative features: elementary science teachers' use of educative curriculum materials;Journal of Research in Science Teaching,2016

5. Assessing the value-added effects of literacy collaborative professional development on student learning;The Elementary School Journal,2010

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