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Teacher coaching in Kenya: Examining instructional support in public and nonformal schools
ARTICLE

, RTI International, Kenya ; , Learning Systems Institute, United States

TATE Volume 47, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.

Citation

Piper, B. & Zuilkowski, S.S. (2015). Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. Teaching and Teacher Education: An International Journal of Research and Studies, 47(1), 173-183. Elsevier Ltd. Retrieved February 20, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.01.001

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