How does coaching influence teacher implementation of a science programme? Evidence from an experimental study

PurposeThe study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses.Design/methodology/approachThe authors conducted an experimental study. A total of 59 seventh-grade classrooms from a representative sample of public schools from the city of Buenos Aires, Argentina, were provided with research-based science educative curriculum materials (ECM) as resources to improve their teaching. A randomly selected treatment group received additional instructional coaching. Coaches met one-on-one with teachers on a weekly basis, providing pedagogical support to enact the ECM. After a 12-week intervention, the authors analyzed science teaching practices as evidenced in students' notebooks. The authors used a fidelity framework to understand the programme's implementation (with and without coaching), considering its adherence, dosage and quality, and compared how it varied across schools.FindingsWhile teachers in both groups used the ECM in their science lessons (i.e. with high adherence), instructional coaching almost tripled science teaching time (i.e. the dosage) but did not increase the quality of implementation (i.e. the percentage of inquiry-based science activities taught). In low socioeconomic status schools, the effect of coaching on dosage was even more intense.Originality/valueThis study provides robust evidence on the impact of instructional coaching on teaching improvement programmes in science in developing countries, an under researched topic. The findings may contribute to developing targeted coaching interventions considering their effectiveness in different school contexts.

Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution

Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.

Expanding the Science Capital in K–12 Science Textbooks: A Notable Doctor's Insights into Biology & Other Accomplishments of African American Scientists

This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K–12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the Next Generation Science Standards, and for understanding the cultural, social, and political values inherent in the nature of science.

Preparing Teachers to Integrate Digital Tools That Support Students' Online Research and Comprehension Skills

Supporting students in acquiring flexible skills for a fast-paced technological world is a challenge. Teachers need access to high-quality training and resources that shape teachers' beliefs, improve self-efficacy, and build pedagogical knowledge surrounding technology integration. This qualitative exploratory case study explored the implementation and challenges one teacher faced when using small groups to develop upper elementary grade students' online research and comprehension skills. Using the challenges the teacher discovered, including technology issues, instructional challenges, and students' lack of computer knowledge, the authors propose several implications for implementing an instructional framework to teach online research and comprehension skills and provide educative curriculum examples for supporting teacher education efforts.