Coaching and implementation - insights from a field experiment in Danish schools.
Saved in:
| Title: | Coaching and implementation - insights from a field experiment in Danish schools. |
|---|---|
| Authors: | Andersen, Simon Calmar1,2 (AUTHOR), Michel, Bastien2,3 (AUTHOR), Nielsen, Helena Skyt2,4 (AUTHOR) hnielsen@econ.au.dk |
| Source: | Education Economics. Apr2026, Vol. 34 Issue 2, p173-188. 16p. |
| Subject Terms: | *Teaching methods, *Observation (Educational method), *Education associations, *Tutors & tutoring, *Education research, *Field research, *Teacher training, *Learning |
| Geographic Terms: | Denmark |
| Abstract: | We study the effect of peer coaching separately from the effect of training on teachers' implementation of new teaching techniques. We conducted a preregistered field experiment involving 68 teachers and 1490 students in Denmark. Teachers in an active control group took part in a teaching program that introduced new teaching techniques. On top of the teaching program, the treatment group received coaching from peers. External observers, blinded to the treatment status, assessed teachers' use of the program techniques in the classroom. While we observe greater implementation by teachers, the overall effects are mixed, calling for caution. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | We study the effect of peer coaching separately from the effect of training on teachers' implementation of new teaching techniques. We conducted a preregistered field experiment involving 68 teachers and 1490 students in Denmark. Teachers in an active control group took part in a teaching program that introduced new teaching techniques. On top of the teaching program, the treatment group received coaching from peers. External observers, blinded to the treatment status, assessed teachers' use of the program techniques in the classroom. While we observe greater implementation by teachers, the overall effects are mixed, calling for caution. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09645292 |
| DOI: | 10.1080/09645292.2025.2491536 |
