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.