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Teacher Coaching in Kenya

Title: Teacher Coaching in Kenya: Examining Instructional Support in Public and Nonformal Schools.
Name(s): Piper, Benjamin, author
Zuilkowski, Stephanie Simmons, author
Type of Resource: text
Genre: Text
Issuance: serial
Date Issued: 2015
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most costefficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiativeda randomized controlled trial of instructional interventions in public and nonformal schoolsdto fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Identifier: FSU_migr_edlp_faculty_publications-0012 (IID), 10.1016/j.tate.2015.01.001 (DOI)
Keywords: Coaching, Instruction, Kenya, Literacy, Professional development
Note: Copyright 2015 The Authors. Published by Elsevier Ltd. Open Access with CC-BY-NC-ND.
Citation: Benjamin Piper, Stephanie Simmons Zuilkowski. (2015) "Teacher coaching in Kenya: Examining instructional support in public and nonformal schools". Teaching and Teacher Education 47. 173-183.
Persistent Link to This Record:
Host Institution: FSU
Is Part of Series: Educational Leadership and Policy Studies Faculty Publications.
Is Part Of: Teaching and Teacher Education.
Issue: 47

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Piper, B., & Zuilkowski, S. S. (2015). Teacher Coaching in Kenya: Examining Instructional Support in Public and Nonformal Schools. Teaching And Teacher Education. Retrieved from