“…Furthermore, the majority of studies focused on early literacy and language skills (e.g., Downer, Pianta, Fan, Hamre, Mashburn, & Justice, 2011; Powell, Diamond, Burchinal, & Koehler, 2010) and elementary reading (e.g., Vernon-Feagans, Kainz, Hedrick, Ginsberg, & Amemdum, 2013), with only a handful of studies evaluating coaching in other academic areas (e.g., Garet et al, 2011) or for the development of positive student relationships (Gregory, Allen, Mikami, Hafen, & Pianta, 2014; Mikami, Gregory, Allen, Pianta, & Lun, 2011). Additional investigations of specific aspects of coaching within and across content areas are critical for advancing an understanding of the key actions required to best support teachers in meeting the needs of students (e.g., Denton & Hasbrouck, 2009; Deussen, Coskie, Robinson, & Autio, 2007; Kurz et al, 2017).…”