Teacher coaching in Kenya: Examining instructional support in public and nonformal schools
Teacher coaching in Kenya: Examining instructional support in public and nonformal schools
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DOI：
10.1016/j.tate.2015.01.001
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发表时间：
2015-04-01
影响因子：
3.9
通讯作者：
Zuilkowski, Stephanie Simmons
中科院分区：
文献类型：
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作者：
Piper, Benjamin;Zuilkowski, Stephanie Simmons
在美国，教学辅导提高了学生的成绩，并可能有助于解决肯尼亚的识字问题。然而，辅导是昂贵的，而且缺乏关于最具成本效益的教师与教练比例的证据。我们使用的学生识字结果数据，从8000多名学生参加肯尼亚小学数学和阅读倡议，在公共和非正规学校的教学干预的随机对照试验，以填补这一空白。教练在较大的公共区域，每名教师的访问量较少，教师教练比和学生的表现呈负相关。使用因果关系的方法，我们得出结论，较低的比率可能会改善非正规学校的成果。(C)2015作者爱思唯尔有限公司出版
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative-a randomized controlled trial of instructional interventions in public and nonformal schools-to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. (C) 2015 The Authors. Published by Elsevier Ltd.