School-Based Coaching to Support Educator Implementation and Student Outcomes
Special Issue of Journal of Educational and Psychological Consultation
Co-Guest Editors: Drs. Adam Lekwa and Linda Reddy
Although there are conceptual and practical distinctions between them (e.g., Erchul, 2023), school-based coaching and consultation are both important forms of indirect support for students and draw from similar bodies of theory and evidence. Numerous models of coaching, as an increasingly popular form of support for educators (Taie & Lewis, 2022) have foundations in decades of theory and research on school-based consultation (e.g., Bergan, 1977; Caplan, 1970; Conoley & Conoley, 1982; Erchul & Sheridan, 2014). Yet knowledge of specific coaching practices that have the greatest impact under specific circumstances is limited, and the application of coaching approaches has varied widely in schools (e.g., Glover & Reddy, 2017; Kurz et al., 2017).
Additional work is needed to examine the research on educational coaching that identifies and promotes effective instructional and classroom management practices. This Special Issue aims to showcase contemporary studies on coaching implementation in school systems. We invite scholars from different fields (e.g., school psychology, education, clinical psychology special education) that employ a range of research designs and methodologies (e.g., experimental, quasi-experimental, single case, qualitative and mixed method design) to submit research and best practices of educational coaching models that support school personnel (e.g., school administrators, interventionists, teachers and paraprofessionals) in implementing research-based interventions that supports Prekindergarten through 12th grade students at risk for or with disabilities in schools. Empirical studies on coach preparation, implementation, or evaluation of coaching and outcomes will be prioritized; strong conceptual papers with the potential to advance science and theory may also be considered. We welcome 500-word abstracts of original work by November 30, 2024. Please email all abstracts to Adam Lekwa, PhD (email: [email protected]) or Linda Reddy, PhD (email: [email protected]).