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Research on Coaching in Education

Our coaching and coach training is grounded in solid research and practice. We bring to the table our 30+ years of research and practice in the craft and art of educational coaching. We know how important it is for coaches to work based on extensive theoretical knowledge and experiential know-how. There is no “one size fits all” when it comes to coaching. Every coaching situation is unique, and coaches must have the knowledge, skill, and resilience to adapt what they do to meet their coachees’ needs. This is how we coach our clients, and we know how to teach others to do it in their own unique way as well.  Coaching is a valuable transformative resource and pathway for educators who want to practice and experience their work in new and exciting ways. We present here a small sampling of recent publications that support educational coaching and leadership development. We will add to this list over time. 

Showers, B., & Joyce, B. (1996).The evolution of peer coaching.  Educational Leadership, 53(6), 12-17.

Showers’ and Joyce’s (1996) landmark research on peer coaching found that K-12 education staff development programs with coaching support produced superior improvements in classroom practices and/or implementing and sustaining school initiatives than traditional staff development and training programs alone.  

Goff, P., Edward Guthrie, J., Goldring, E. and Bickman, L. (2014), “Changing principals’ leadership through feedback and coaching”, Journal of Educational Administration, Vol. 52 No. 5, pp. 682-704.

Researchers conducted a randomized experiment of principals in a large urban school district to explore if coaching, when combined with feedback from teachers, changes principals’ leadership practices. This brief summarizes the research findings regarding the impact of the feedback and coaching intervention on principals’ leadership behaviors.

Theeboom, T.,  Beersma, B & E.M. van Vianen, A.  (2014) Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context, The Journal of Positive Psychology, 9:1, 1-18, https://DOI:10.1080/17439760.2013.837499 

Addresses the question whether coaching has an effect on five both theoretically and practically relevant individual-level outcome categories: performance/skills, well-being, coping, work attitudes, and goal-directed self-regulation. The results show that coaching has significant positive effects on all outcomes with effect sizes ranging from g = 0.43 (coping) to g = 0.74 (goal-directed self-regulation). These findings indicate that coaching is, overall, an effective intervention in organizations.

Sonesh, S. C. , Coultas, C. W. , Lacerenza, C. N., Marlow, S. L. , Benishek, L. E.  & Salas, E. (2015) The power of coaching: a meta-analytic investigation, Coaching: An International Journal of Theory, Research and Practice, 8:2, 73-95. 

https://DOI: 10.1080/17521882.2015.1071418

Adopts meta-analytic techniques to investigate the predictive power of coaching on coach–coachee relationship outcomes, and coachee goal-attainment outcomes.

Sammut, K. (2014). Transformative learning theory and coaching: Application in practice. 

International Journal of Evidence Based Coaching & Mentoring. Special Issue 8, 39-53.

The paper concludes that coaching can benefit from the application of transformative learning theory and that individuals can also learn more effectively through the coaching process.

Reiss, K. (Ed.). (2015). Leadership coaching for educators: Bringing out the best in school administrators. Thousand Oaks, CA: Corwin Press.

In this resource, educational coach Karla Reiss helps superintendents, principals, and teachers understand the fundamentals of effective leadership coaching programs that result in long-lasting educational change.

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