The social studies teacher-coach: A quantitative analysis comparing coaches and non-coaches across how/what they teach

Ryan T. Knowles, Andrea M. Hawkman, Sarah R. Nielsen

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

This quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, self-report data measuring teacher's instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials.

Original languageEnglish (US)
Pages (from-to)117-125
Number of pages9
JournalJournal of Social Studies Research
Volume44
Issue number1
DOIs
StatePublished - Jan 2020
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

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