Comparative Coaching

The objectives of this study are:

1. To investigate the benefit of varied coaching approaches on teachers’ understanding and instructional practices, which support children’s language and literacy skills. We are examining this by comparing the difference in impact of interventions in classrooms receiving two distinct coaching models compared to a business-as-usual control group. These groups include:
   • A web-course/progress monitoring with in-class coaching group
   • A web-course/progress monitoring with remote coaching group
   • A control group.
2. To investigate the benefit on low-income, preschool-age children’s literacy, language, and social development of two contrasting coaching approaches. We are examining this by comparing the difference in impact of interventions in classrooms receiving two models for professional development. These groups include:
   • A in-class coaching group
   • A remote coaching group
   • A control group
3. To investigate the extent to which each model has lasting effects on teachers’ instructional practices, knowledge related to language and literacy development, and beliefs about teaching.

CLI Faculty:

Susan L. Landry, Ph.D., Tricia Zucker, Ph.D., April Crawford, Ph.D., Michael Assel, Ph.D.

Principal Investigator:

Susan Landry, PhD

Co-Investigator:

Tricia Zucker, Ph.D., Hsien-Yuan Hsu, Ph.D., Michael Assel, Ph.D., April Crawford, Ph.D., Maria Carlo, PhD.

Participating Sites:

University of Texas Health Science Center at Houston (UTHealth Houston)