Bug-in-Ear Coaching in the Classroom
Abstract
An ongoing issue in education is the preparedness and capacity of instructional
staff to implement evidence-based practices. Stand-alone professional development is
the norm for addressing the matter, yet research indicates that this type of delivery does
not sustain or even generalize into the classroom. Bug-in-ear (BIE) coaching provides
an alternative to the “one and done” workshop. Although BIE coaching is a growing
practice and the literature base is expanding, the research has yet to be synthesized. The
purpose of this dissertation was to: (a) conduct a systematic review of characteristics and
quality of studies that examine the effect of BIE coaching in the classroom, (b) conduct a
meta-analysis of the single-case research examining the effects and potential moderators
of effects, and (c) use the results of the systematic review and meta-analysis to develop a
BIE coaching protocol.
The results of the systematic quality review and the subsequent meat-analysis
demonstrate that BIE coaching is an effective practice with a variety of participants
across an array of settings. The conclusions of the quality review and the meta-analysis
contributed to the iterative development of a BIE coaching protocol. A manual was
developed, feedback was obtained, and revisions were made to improve the document.
Citation
Smith, Sandra D (2020). Bug-in-Ear Coaching in the Classroom. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /192471.