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Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

Matthew A. Kraft,
Heather C. Hill

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.

Keywords
Coaching, Teacher, Math Achievement, Instruction, Feedback, Randomized Control Trial
Education level
K-12 Education
Topics
Teacher and Leader Development
Tags
Instructional coaching,
Mathematics education
Download 08/2019
Document Object Identifier (DOI)
10.26300/gk96-6k91
EdWorkingPaper suggested citation:
Kraft, Matthew, and Heather Hill. (). Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial. (EdWorkingPaper: -119). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/gk96-6k91

Machine-readable bibliographic record: RIS, BibTeX

Published Edworkingpaper:
(2020). Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trialhttps://doi.org/10.3102/0002831220916840