Critical Sociocultural Coaching
Teacher Pedagogical Change and Its Impact on Students’ English Proficiency and Achievement
Bibliographic Data
| ID | 21407091 |
|---|---|
| Authors | Annela Teemant (0000-0002-8044-6672, Indiana University Indianapolis, corresponding author) |
| Year | 2026 |
| Publication date | 2026-06-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00420859261454623 |
| OpenAlex | W7163347218 |
| Language | EN |
| References cited | 60 |
Drawing on critical sociocultural perspectives, the Enduring Principles of Learning (EPL) framework can improve the quality of general education environments for multilingual learners of English (MLLE). Using a quasi-experimental design (control groups, N = 36; 21 coached), elementary teachers participated in a 30-h EPL summer institute and seven coaching cycles. Correlational findings show how each EPL contributes to and predicts English Language Arts (ELA) achievement and English proficiency. ANCOVA results reveal that students of coached teachers significantly outperformed their peers in ELA achievement. The evidence improves pedagogical knowledge for teaching MLLE by adopting a transformative equity perspective
Coaching · English language · Equity (law) · Language arts · Language proficiency · Quality (philosophy) · Sociocultural evolution · The arts · Transformative learning · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Teacher Education and Leadership Studies
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Forming inferences about some intraclass correlation coefficients.
The Effect of Teacher Coaching on Instruction and Achievement
Current Concerns in Validity Theory
A Humanizing Pedagogy
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Toward Just and Sustainable Futures
Integrating Content and Language Instruction for Multilingual Learners
Plurilingualism and translanguaging
Sources of Validity Evidence for Educational and Psychological Tests
The Courage to Grow
Quality content teaching for multilingual students
Ways of interacting
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Tensions in school context and teacher praxis in equity-oriented professional learning
From humanizing principles to humanizing practices
Development and validation of a measure of Critical Stance for instructional coaching
Teachers as the nexus of theory and practice with multilingual learners
A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners
When Good Intentions and Reality Meet
Effective Teachers of Multilingual Learners
Professional Development and Teacher Learning
The Complex Terrain of Equity for Multilingual Learners in K–12 Education
Interpreting Effect Sizes of Education Interventions
Early Evaluation Findings From the Instructional Conversation Study
Gaps in Achievement or Opportunity? How Achievement Gap Discourse Affects Teachers’ Beliefs and Priorities
Advancing Equity Through Instructional Leadership Teams
Reading Between the Lines
Covid as Crucible
Intraclass correlations
Instructional Coaching as High-Quality Professional Development
Preparing Linguistically Responsive Teachers
Converging Recommendations for Culturally Responsive Literacy Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |