School districts across the nation are employing coaching for teachers as a means to improve teacher quality and increase student achievement. Looking specifically at instructional coaching as an intervention for teacher support, this study considers the literacy growth data of coached teachers compared to the literacy growth data of uncoached teachers when controlling for years of teaching experience. Data from this study did not find a statistically significant difference between the students’ data from the two groups of teachers.
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"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/739"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Lee Ann Lewellen"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["instructional coaching","Educational Assessment, Evaluation, and Research","Teacher Education and Professional Development"],"dc:title":["Instructional Coaching And Student Achievement"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}