Date of Conferral

4-4-2025

Date of Award

April 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Danette Brown

Abstract

The problem addressed in this project study was that 96% of middle school students at the local district did not meet proficient level on the math state assessment (MSA). School leaders implemented coaching cycles grounded in the theory of action for teacher coaching to enhance teacher knowledge and practice and to improve student achievement; however, the effectiveness of this intervention was unknown. The purpose of this quantitative study was to investigate the difference in MSA scores between middle school students whose teachers participated in cycle coaching and students whose teachers did not, while controlling for the previous year’s MSA score. For this causal-comparative design, an analysis of covariance with 587 participants was performed. The adjusted MSA means for the group coached was M = 866.649, and for those not coached was M = 866.068. After controlling for MSA 2022, there was no statistically significant difference in MSA 2023 scores between the coaching and non-coaching groups, F(1,587) = .017, p = .895, partial η2 = .0.Since the coaching cycles have shown effective in other educational settings, it might be that the implementation at the study site was not sufficient. Therefore, a professional development plan was developed specifically to support the implementation. When teachers are trained and supported in the implementation, the coaching might improve MSA scores.

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