The impact of instructional coaching on teaching practices in high school algebra classes: A case study.

摘要

This study examined the impact of mathematics coaching on the quality of instructional practices of Algebra I teachers in three high schools in an urban fringe district in southeast Texas. This mixed methods case study included data collected in classroom observations, individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. An analysis of quantitative observational data collected during the first year of implementation of the initiative did not find a significant impact on instructional practices. These findings imply instructional coaching does not improve the quality of instruction in high school mathematics classrooms.;The study provided insights into the factors influencing the implementation of the coaching initiative at each site including the assets an instructional coach brought to the position and the challenges unique to each school. These factors governed the approach the instructional coach took to influence instructional practices. The study also explored the specific strategies instructional coaches used to influence practice. The strategies on which each coach relied most heavily mirrored those strategies used by individuals who significantly influenced the coach's life for a positive change.;Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach's leadership style, the context in which the coach served, and the dynamics of the situation.