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Overview

Year:: 2019
Contributor:: Matthew Kraft (author); Heather Hill (author)
Genre:: grey literature
Subject:: Coaching; Teacher; Math Achievement; Instruction; Feedback; Randomized Control Trial; K-12 Education; Educator preparation, professional development, performance and evaluation; Multiple outcomes of education; Program and policy effects

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Description

Abstract:: This paper describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core-aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured the Mathematical Quality of Instruction (MQI) instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

Content

Access Conditions

Use and Reproduction: In Copyright

Citation

Matthew Kraft, and Heather Hill, "Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial" (2019). EdWorkingPapers.com Archive. Brown Digital Repository. Brown University Library. https://repository.library.brown.edu/studio/item/bdr:956589/

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Collection:

EdWorkingPapers.com Archive

The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …
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Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial