@article {469166,
	title = {The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence},
	journal = {Review of Educational Research},
	volume = {88},
	number = {4},
	year = {2018},
	pages = {547-588},
	abstract = {Teacher coaching has emerged as a promising alternative to traditional models of professional development.\&nbsp; We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers{\textquoteright} instructional practice and students{\textquoteright} academic achievement.\&nbsp; Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement.\&nbsp; Much of this evidence comes from literacy coaching programs for pre-kindergarten and elementary school teachers.\&nbsp; Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness.\&nbsp; Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.},
	url = {http://journals.sagepub.com/doi/abs/10.3102/0034654318759268},
	author = {Kraft, M. A. and Blazar, D. and Hogan, D.}
}
