The Effectiveness of E-Coaching in Rural Science Classrooms

Abstract

This presentation will present final results of a research project funded by the U.S. Department of Education and conducted by the National Center for Research on Rural Education at UNL. The study is a randomized control trial with 119 rural middle and high school science teachers in Nebraska and Iowa. It examines the impact of professional development on guided scientific inquiry with technologydelivered follow-up coaching (treatment) versus no professional development (control) on teacher and student inquiry knowledge, skills, self-efficacy and attitudes. This presentation will provide an overview of the project, focusing on the coaching processes and procedures, and present final results.

Literacy instructional coaching practices in writing and writing instruction: an exploration of K–6 teachers' perspectives

“…One way to mitigate this issue is through technology. Integrating technology into coaching helps promote immediate and effective communication between the coach and their teacher (Bates, 2015;Irby et al, 2022;Nugent et al, 2017). For example, coaches can observe over live video to minimize transportation times and thus be able to work with more teachers across various schools more effectively and efficiently.…”

“…Integrating technology into coaching helps promote immediate and effective communication between the coach and their teacher (Bates, 2015; Irby et al. , 2022; Nugent et al. , 2017).…”

The Development Dilemma and Breakthrough of Chinese Rural Teachers from the Perspective of Rural Revitalization

“…The Teacher Quality Partnership (TQP) program launched by the U.S. Department of Education aims at improving the quality of new teachers by strengthening professional development activities for new teachers and enhancing the preparation of prospective ones [30]. To support rural teachers' professional development and effective coaching, the Coaching Science Inquiry in Rural Schools (CSI), a project funded by American federal governments, has utilized both mature and emerging technological measures, for that recent advances in technology can make expertise and specialized resources more available to rural teachers [31].…”

“…The successful implementation of INSET programs for Chinese rural teachers reflects its feasibility and advantages, such as satisfying participants' aspirations for professional advancement and higher qualifications and helping them integrate theory with practice to gain a better understanding. Conductors of these programs also list several drawbacks to be overcome, including the limited course length, the highlytheoretical and strongly-academic orientation, the failure to address the realities in the classrooms, and the relatively high cost of the program [31]. Targeting these problems, Chinese project providers should try to provide sufficient resources, meet a balance between rural teachers' needs and their willingness to engage in professional development, strive to gain more support from universities and cooperate with them, enhance rural teachers' participation in different ways, and seek for the help of technological solutions.…”

Systematic Literature Review on the Effectiveness of E-Coaching in Higher Education

“…To resolve the problems, new applications should be developed that will help organize the info, hence cutting down the complication to workable levels (Hunt, 2010;Ifdil et al, 2019). So, this gives rise to the need for cutting-edge applications that will support the organization and structuring of info, hence converting the difficulties into manageable stage (Greif, Möller, Scholl, Passmore, & Müller, 2021;Nugent, Kunz, Houston, Kalutskaya, & Pedersen, 2017;Rajabpour, 2016). Ground-breaking notions such as e-coaching can fast-track and help people adapt to the continual change of this increasingly complex environment (Beun et al, 2017;Nugent et al, 2017;Rajabpour, 2016).…”