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The purpose of this investigation was to determine the effectiveness of using professional coaching to increase positive teacher behaviors and decrease negative teacher behaviors. The subjects in this study were six teachers enrolled in a 5-week summer practicum to provide learning strategies instruction to upper elementary through high school students. A team-teaching format was used. Each team participated in two structured coaching sessions. Data were collected during three study phases: baseline, treatment, and posttreatment. The coaching sessions were effective for improving teacher skills. Moreover, these skills were maintained for 3 months following the treatment and generalized to new settings. These findings have implications for teacher training at both preservice and inservice levels.
Miller et al. (Mon,) studied this question.