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Coaching as an Instructional Strategy for Special Education Teachers: Evaluating the Rigour and Quality of the Literature

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Title: Coaching as an Instructional Strategy for Special Education Teachers: Evaluating the Rigour and Quality of the Literature
Language: English
Authors: Miriam C. Boesch (ORCID 0000-0003-3110-7487), M. Alexandra Da Fonte (ORCID 0000-0001-7265-4888), Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Special Education Teachers, Coaching (Performance), Faculty Development, Educational Research
DOI: 10.1111/1471-3802.70072
ISSN: 1471-3802
Abstract: Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single-case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q-BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504006
Database: ERIC
FullText Text:
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  Data: Coaching as an Instructional Strategy for Special Education Teachers: Evaluating the Rigour and Quality of the Literature
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  Data: <searchLink fieldCode="AR" term="%22Miriam+C%2E+Boesch%22">Miriam C. Boesch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3110-7487">0000-0003-3110-7487</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+Alexandra+Da+Fonte%22">M. Alexandra Da Fonte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7265-4888">0000-0001-7265-4888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanneh+S%2E+Shiheiber%22">Hanneh S. Shiheiber</searchLink><br /><searchLink fieldCode="AR" term="%22Keren+E%2E+Deneny%22">Keren E. Deneny</searchLink><br /><searchLink fieldCode="AR" term="%22Kaitlyn+R%2E+Shaw%22">Kaitlyn R. Shaw</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+F%2E+Davis%22">Margaret F. Davis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: 10.1111/1471-3802.70072
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  Data: 1471-3802
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  Data: Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single-case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q-BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.
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  Data: 2026
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      – SubjectFull: Faculty Development
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