Evaluating Practice-Based Coaching as an Evidence-Based Practice in Early Childhood Education: A Systematic Review and Meta-Analysis

Abstract

This systematic review and meta-analysis aimed to evaluate whether Practice-Based Coaching (PBC) qualifies as an evidence-based practice for professional development in Early Childhood Education (ECE) settings. Employing the What Works Clearinghouse (WWC) design standards, the study analyzed single-case experimental research studies focused on PBC. Key areas of assessment included methodological quality, risk of bias, and treatment effect estimates. The findings reveal that PBC generally adheres to rigorous methodological standards and exhibits a positive effect on the implementation of instructional practices by ECE providers. Nonetheless, the impact on child outcomes was reported less consistently. Overall, the evidence supports PBC's classification as an evidence-based practice, indicating its substantial potential to enhance professional development for educators and, consequently, educational outcomes for children in ECE environments.