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Coaching Teachers on Instructional Decision-Making and Implementation of an Evidence-Based Early Reading Program

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Title: Coaching Teachers on Instructional Decision-Making and Implementation of an Evidence-Based Early Reading Program
Language: English
Authors: Heather Aiken (ORCID 0000-0002-2121-8151), Cheryl Varghese, Mary Bratsch-Hines, Steven Amendum
Source: International Journal of Mentoring and Coaching in Education. 2025 14(4):398-414.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160255
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: Coaching (Performance), Decision Making, Evidence Based Practice, Early Reading, Reading Programs, Program Implementation, Computer Mediated Communication, Reading Instruction, English Learners, Bilingual Students, Multilingualism, Preschool Teachers, Kindergarten, Grade 1, Videoconferencing, Faculty Development
DOI: 10.1108/IJMCE-04-2024-0046
ISSN: 2046-6854
2046-6862
Abstract: Purpose: To identify the virtual coaching practices used to support implementation and instructional decision-making in an evidence-based early reading program, Targeted Reading Instruction (TRI). Design/methodology/approach: A priori codes based on Schön's (1987) reflective practicum were used to code coaching practices used during the implementation of TRI with eight coach-teacher dyads. Coaches provided direct support via video conferencing to teachers implementing TRI lessons with a student. Constant comparative analysis (Glaser and Strauss, 1967) was used to identify patterns of coaching behaviors used to enhance implementation and to support instructional decision-making. Findings: Similar practices (suggesting, questioning and modeling) were used in both coaching for implementation and coaching for instructional decision-making. Coaches changed their focus over time, moving from emphasizing implementation to supporting instructional decision-making as teachers became more proficient at implementing TRI. Originality/value: There is a need to understand the specific ways coaches support the implementation of evidence-based practices, especially in the context of virtual coaching. Coaching tied to the implementation of evidence-based practices is often characterized as directive and prescriptive; this study revealed a more collaborative approach to supporting implementation.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1497134
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Coaching Teachers on Instructional Decision-Making and Implementation of an Evidence-Based Early Reading Program
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  Data: <searchLink fieldCode="AR" term="%22Heather+Aiken%22">Heather Aiken</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2121-8151">0000-0002-2121-8151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cheryl+Varghese%22">Cheryl Varghese</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Bratsch-Hines%22">Mary Bratsch-Hines</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+Amendum%22">Steven Amendum</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2025 14(4):398-414.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1108/IJMCE-04-2024-0046
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  Data: 2046-6854<br />2046-6862
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: To identify the virtual coaching practices used to support implementation and instructional decision-making in an evidence-based early reading program, Targeted Reading Instruction (TRI). Design/methodology/approach: A priori codes based on Schön's (1987) reflective practicum were used to code coaching practices used during the implementation of TRI with eight coach-teacher dyads. Coaches provided direct support via video conferencing to teachers implementing TRI lessons with a student. Constant comparative analysis (Glaser and Strauss, 1967) was used to identify patterns of coaching behaviors used to enhance implementation and to support instructional decision-making. Findings: Similar practices (suggesting, questioning and modeling) were used in both coaching for implementation and coaching for instructional decision-making. Coaches changed their focus over time, moving from emphasizing implementation to supporting instructional decision-making as teachers became more proficient at implementing TRI. Originality/value: There is a need to understand the specific ways coaches support the implementation of evidence-based practices, especially in the context of virtual coaching. Coaching tied to the implementation of evidence-based practices is often characterized as directive and prescriptive; this study revealed a more collaborative approach to supporting implementation.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1497134
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497134
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        Value: 10.1108/IJMCE-04-2024-0046
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 398
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Reading Programs
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      – SubjectFull: Program Implementation
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Faculty Development
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    Titles:
      – TitleFull: Coaching Teachers on Instructional Decision-Making and Implementation of an Evidence-Based Early Reading Program
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              Type: published
              Y: 2025
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