You are here:

Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies


Teacher Education and Special Education Volume 33, Number 4, ISSN 0888-4064


The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers' implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of literature they searched. In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings. The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions. A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement. The authors offer suggestions for future research and practice related to preservice and in-service teacher training. (Contains 1 table.)


Kretlow, A.G. & Bartholomew, C.C. (2010). Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies. Teacher Education and Special Education, 33(4), 279-299. Retrieved August 13, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact