Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Supervisory Teacher Coaching in K-12 Classrooms

  • Millicent Carmouche, Ph.D. (Author) Alabama Agricultural and Mechanical University image/svg+xml
  • Jelisa Thompson, M.Ed. (Author) Alabama Agricultural and Mechanical University
DOI
https://doi.org/10.64546/jaasep.352
Abstract
Coaching has been identified as a critical support for persistent use of newly adopted practices and skills (Joyce & Showers, 1982). A systematic review of the literature was conducted to examine the literature base on supervisory coaching, an approach in which an outside expert or supervisor gives specific, positive, and corrective coaching when needed and is offered to the teacher after the completion of the observed lesson in an effort to move the recipient toward a desired level of performance (Joyce & Showers, 1981; 1982; Maeda, 2001; Simonsen, Myers, & DeLuca, 2010). Sixteen quasi-experimental and single-subject studies were identified and reviewed using quality indicators specific to quasi-experimental (Gersten et al., 2005) and single subject (Horner et al., 2005) research. Only six of the sixteen studies met all quality indicators. Mixed results were found across the studies, with six reporting improved teacher results and four reporting improved student behaviors.
Keywords
Coaching (Performance), Elementary Secondary Education, Faculty Development, Student Improvement, Teacher Improvement, Teacher Supervision
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How to Cite
Carmouche, M., & Thompson, J. (2018). Supervisory Teacher Coaching in K-12 Classrooms. Journal of the American Academy of Special Education Professionals, 13(1), 5-34. https://doi.org/10.64546/jaasep.352

Winter 2018

Article Information

  • Article Type Articles
  • Submitted December 16, 2017
  • Published February 15, 2018
  • Issue Winter 2018
  • Section Articles
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