Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention
Open accessAbstract
My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher-student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities.
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The empirical evidence for instructional coaching includes replicated randomised controlled trials and evidence from AB testing.
“The empirical evidence for instructional coaching also includes replicated randomised controlled trials (Allen et al., 2011;Allen et al., 2015) and evidence from AB testing (Albornoz et al., 2017).”
From Identifying the characteristics of effective teacher professional development: a critical review (2021) · cites this paper as Allen et al., 2015
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References 28 · Cited by 92
Research works printed but not linked: 19
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- Authors
- Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R.
- Affiliations
- University of Virginia (US)
- Rutgers, The State University of New Jersey (US)
- University of British Columbia (CA)
- Corresponding author
- Allen, Joseph P.
- Venue
- Journal of Research on Educational Effectiveness
- Publisher
- Informa UK Limited
- Published
- 2015-04-11
- Volume
- 8
- Issue
- 4
- Pages
- 475-489
- ISSN
- 1934-5739 (ISSN-L)
- 1934-5747
- PMC
- PMC5323067
- OpenAlex
- W1974857108
- Cited by
- 92
- References
- 28
- Citations by year
- 2026: 6 · 2025: 14 · 2024: 9 · 2023: 9 · 2022: 12 · 2021: 12 · 2020: 11 · 2019: 8 · 2018: 7 · 2017: 3 · 2016: 1
- FWCI
- 18.34
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Research on Educational Effectiveness (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (2r01hd058305-17a1)
- National Institute of Mental Health (R01MH058066)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01-HD058305)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher-student relationship, academic performance, secondary school teachers, secondary school classrooms, urban schools, replication
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