The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers' implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of literature they searched. In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings. The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions. A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement. The authors offer suggestions for future research and practice related to preservice and in-service teacher training.

Teaching self-determination to students with disabilities has long been a focus of the fields of special education and psychology, with much of the research focusing on why self-determination is important, the effects of self-determination skills on academic and adult outcomes, and identifying strategies teachers can use to teach self-determination in the classroom. The current study attempted to develop a greater understanding of how special education teacher candidates define and discuss self-determination within the context of a course on secondary special education and transition planning for students with significant intellectual disabilities. Researchers examined teachers' understanding of self-determination, their ability to incorporate self-determination into their daily instruction, and if their understanding reflected common misconceptions and misinterpretations.