The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards

Smith, Toni; Garet, Michael S.; Song, Mengli; Atchison, Drew; Porter, Andrew C.

doi:10.1080/19345747.2022.2150729

Cited by 2 publications

(6 citation statements)

References 27 publications

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“…(See Figure 1 for a sample page from the FAST Instructional Survey.) We then converted the reported emphasis for each topic-and-cognitive-demand pair to a “proportion of emphasis” by dividing the reported emphasis for the pair (on the 0-to-6 scale) by the sum of the reported emphasis (points) across all pairs in the survey (Smith et al, 2022).…”

Section: The Measurement Of Instructional Alignmentmentioning

confidence: 99%

“…Therefore, we gave equal weight to each topic-and-cognitive-demand pair rather than each standard. Second, to support teachers in aligning their instruction to state standards, coaches needed a definitive set of “master codes” for each standard, not several sets of codes generated by multiple raters that may not agree (Polikoff et al, 2020; Smith et al, 2022). Although the method of coding state standards in this study differed from that typically used in prior studies, the way we calculated emphasis in the standards based on the coding is consistent with what has been typically done.…”

Section: The Measurement Of Instructional Alignmentmentioning

confidence: 99%

“…The first assumption is that the topics and cognitive demands in the SEC cover the content included in the state standards as well as the content that teachers could plausibly cover in their instruction. Prior to the FAST study, a team of content experts was assembled to review the expectations for student learning outlined in new college- and career-ready standards and revise the SEC to include the topics and cognitive demands emphasized in those standards (see Smith et al, 2022, for a discussion). Therefore, for the purpose of this paper we presume this assumption was met and did not investigate it further.…”

Section: The Interpretive Argument For the Validity Of Sec-based Alig...mentioning

confidence: 99%

“…70 and 0.40, respectively) and that the effect was statistically significant in math. The program, however, had negative effects on student achievement in both subjects (effect sizes = −0.07 and −0.10, respectively), although only the effect for ELA was statistically significant (Smith et al, 2021, 2022).…”

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confidence: 91%

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The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

et al. 2022

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This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment—both overall and by topic and by cognitive demand—with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely overreported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.

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Section: The Measurement Of Instructional Alignmentmentioning

confidence: 99%

Section: The Measurement Of Instructional Alignmentmentioning

confidence: 99%

Section: The Interpretive Argument For the Validity Of Sec-based Alig...mentioning

confidence: 99%

mentioning

confidence: 91%

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The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

et al. 2022

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“…Their publications aim to assess the effectiveness and interactions of instructional coaches (e.g. Craig et al, 2022;Lofthouse et al, 2022;Smith et al, 2023) as well as the use of an online platform for implementing AC (e.g. Glover et al, 2019;Rowland et al, 2023).…”

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confidence: 99%

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

Mahdi,

Zeinabadi,

Arasteh

et al. 2023

IJMCE

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PurposeAcademic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.Design/methodology/approachThe study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.FindingsThe results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.Originality/valueThis comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.

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The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards

Cited by 2 publications

References 27 publications

The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

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