Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning
Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant c...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/6/542 |
| _version_ | 1827737668605181952 |
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| author | Caroline Christopher Sandra Jo Wilson Mary Wagner Fuhs Carolyn Layzer Sophie Litschwartz |
| author_facet | Caroline Christopher Sandra Jo Wilson Mary Wagner Fuhs Carolyn Layzer Sophie Litschwartz |
| author_sort | Caroline Christopher |
| collection | DOAJ |
| description | Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal of this study was to gauge whether or not the use of a web-based data collection and coaching tool led to changes in focal classroom practices and whether or not improving those practices was, in turn, related to students’ academic and self-regulation gains across the prekindergarten year. To examine the implementation and impact of the coaching app, researchers conducted a cluster-randomized trial, comparing the classroom practices of teachers receiving business-as-usual coaching to those being coached with the app. Classroom observation data showed no significant differences in teachers’ practices across the school year, and student achievement did not differ between conditions. Qualitative data from coach interviews, however, revealed that coaches using the app were more likely to employ integrated coaching strategies associated with improving instruction. The lack of differences in terms of teachers’ practices and students’ assessment gains may be due to a lack of statistical power and inconsistent professional development implementation associated with ongoing disruptions due to the pandemic. Further research examining the effectiveness of educational technologies supporting professional development is needed. |
| first_indexed | 2024-03-11T02:33:43Z |
| format | Article |
| id | doaj.art-6c9687a21deb42179d4e9d9adb6984d7 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T02:33:43Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-6c9687a21deb42179d4e9d9adb6984d72023-11-18T10:05:46ZengMDPI AGEducation Sciences2227-71022023-05-0113654210.3390/educsci13060542Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance LearningCaroline Christopher0Sandra Jo Wilson1Mary Wagner Fuhs2Carolyn Layzer3Sophie Litschwartz4Department of Teaching and Learning, Vanderbilt University, Nashville, TN 37235, USAAbt Associates, Cambridge, MA 02138, USADepartment of Psychology, University of Dayton, Dayton, OH 45469, USAAbt Associates, Cambridge, MA 02138, USAAbt Associates, Cambridge, MA 02138, USAEducators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal of this study was to gauge whether or not the use of a web-based data collection and coaching tool led to changes in focal classroom practices and whether or not improving those practices was, in turn, related to students’ academic and self-regulation gains across the prekindergarten year. To examine the implementation and impact of the coaching app, researchers conducted a cluster-randomized trial, comparing the classroom practices of teachers receiving business-as-usual coaching to those being coached with the app. Classroom observation data showed no significant differences in teachers’ practices across the school year, and student achievement did not differ between conditions. Qualitative data from coach interviews, however, revealed that coaches using the app were more likely to employ integrated coaching strategies associated with improving instruction. The lack of differences in terms of teachers’ practices and students’ assessment gains may be due to a lack of statistical power and inconsistent professional development implementation associated with ongoing disruptions due to the pandemic. Further research examining the effectiveness of educational technologies supporting professional development is needed.https://www.mdpi.com/2227-7102/13/6/542instructional coachingjob-embedded professional developmentprekindergarten teachersclassroom practiceseducational technologydata-driven coaching |
| spellingShingle | Caroline Christopher Sandra Jo Wilson Mary Wagner Fuhs Carolyn Layzer Sophie Litschwartz Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning Education Sciences instructional coaching job-embedded professional development prekindergarten teachers classroom practices educational technology data-driven coaching |
| title | Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning |
| title_full | Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning |
| title_fullStr | Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning |
| title_full_unstemmed | Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning |
| title_short | Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning |
| title_sort | preliminary evaluation of a mobile web based coaching tool to improve pre k classroom practices and enhance learning |
| topic | instructional coaching job-embedded professional development prekindergarten teachers classroom practices educational technology data-driven coaching |
| url | https://www.mdpi.com/2227-7102/13/6/542 |
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