Coaching and implementation - insights from a field experiment in Danish schools

Simon Calmar Andersen, Bastien Michel and Helena Skyt Nielsen
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Simon Calmar Andersen: Aarhus University [Aarhus]
Bastien Michel: Nantes Univ - IAE Nantes - Nantes Université - Institut d'Administration des Entreprises - Nantes - Nantes Université - pôle Sociétés - Nantes Univ - Nantes Université, LEMNA - Laboratoire d'économie et de management de Nantes Atlantique - Nantes Univ - IAE Nantes - Nantes Université - Institut d'Administration des Entreprises - Nantes - Nantes Université - pôle Sociétés - Nantes Univ - Nantes Université
Helena Skyt Nielsen: Aarhus University [Aarhus]

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Abstract: We study the effect of peer coaching separately from the effect of training on teachers' implementation of new teaching techniques. We conducted a preregistered field experiment involving 68 teachers and 1490 students in Denmark. Teachers in an active control group took part in a teaching program that introduced new teaching techniques. On top of the teaching program, the treatment group received coaching from peers. External observers, blinded to the treatment status, assessed teachers' use of the program techniques in the classroom. While we observe greater implementation by teachers, the overall effects are mixed, calling for caution.

Keywords: Coaching; Knowledge transfer; School teachers; Field experiment (search for similar items in EconPapers)
Date: 2026-03-04
Note: View the original document on HAL open archive server: https://hal.science/hal-05644075v1
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Published in Education Economics, 2026, 34 (2), pp.173 - 188. ⟨10.1080/09645292.2025.2491536⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05644075

DOI: 10.1080/09645292.2025.2491536

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