Search results for: Kretlow Allison Graves

The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.