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Practical action research examined the impact of a professional development program designed to train teachers in explicit instruction, following principles of effective professional development, on one teacher’s practices. A holistic case study involved one randomly selected teacher from volunteer participants. An original method measured fidelity across explicit-instruction teaching practices and stages using filmed observations and literature-based analysis.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/explicit-instruction-evaluating-the-fidelity-of-a-teachers-practice-a-case-study/594157/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/explicit-instruction-evaluating-the-fidelity-of-a-teachers-practice-a-case-study/594157.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To investigate how a professional development program training explicit instruction affected one teacher’s classroom practices, focusing on implementing the stages with fidelity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers measure fidelity to explicit instruction?",{"text":117,"@type":113},"They developed an original methodology using filmed teaching sessions and an observation grid based on the literature on explicit instruction, comparing coaching intentions with observed practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show after coaching?",{"text":121,"@type":113},"After the first coaching session, the teacher implemented the stages of explicit instruction, and later observations showed even more precise implementation.",{"name":123,"@type":110,"acceptedAnswer":124},"Which aspect of explicit instruction was not fully implemented?",{"text":125,"@type":113},"The teacher did not implement specific checking for understanding, even though other stages were implemented more precisely over time.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594157,1792210495,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 48  Issue 5 | Article 2 |\n| --- | --- |\n| 2023\u003Cbr>Explicit Instruction: Evaluating the Fidelity of a Teacher's Practice Supported by Professional Development and Directive Coaching-A Case Study\u003Cbr>Christophe Baco\u003Cbr>University of Mons (Belgium)\u003Cbr>Marie Bocquillon\u003Cbr>University of Mons (Belgium)\u003Cbr>Laëtitia Delbart\u003Cbr>University of Mons (Belgium)\u003Cbr>Antoine Derobertmasure\u003Cbr>University of Mons (Belgium)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, and the Elementary Education and Teaching Commons |  |\n\nRecommended Citation  \nBaco, C., Bocquillon, M., Delbart, L., & Derobertmasure, A. (2023) . Explicit Instruction: Evaluating the Fidelity of a Teacher's Practice Supported by Professional Development and Directive Coaching-A Case Study. Australian Journal of Teacher Education, 48(5) . [https://doi.org/10.14221/1835-517X.5965](https://doi.org/10.14221/1835-517X.5965)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss5/2](https://ro.ecu.edu.au/ajte/vol48/iss5/2)  \nExplicit Instruction: Evaluating the Fidelity of a Teacher's Practice Supported by Professional Development and Directive Coaching  \nA Case Study  \nChristophe Baco  \nMarie Bocquillon  \nLaëtitia Delbart  \nAntoine Derobertmasure  \nUniversity of Mons  \nAbstract: Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's  \npractices. A holistic case study was conducted with one teacher  \nrandomly selected among a group ofvolunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid based on the literature on explicit instruction. The advice and intentions to act expressed during coaching sessions were listed. By comparing them with the teacher's practices, it was possible to identify whether or not they had been implemented. The results indicate that after the first coaching session, the teacher was able to implement the stages of explicit instruction.  \nDuring the following observations, her implementation of explicit instruction was even more precise. However, she did not implement specific checking for understanding. These results support the interest of directive coaching to support the implementation of explicit  \ninstruction.  \nKeywords: explicit instruction, fidelity, coaching, professional development, observation  \nIntroduction: On the Development of Effective Practice and Professional Development (PD) for Teachers  \nImproving the effectiveness and equity of the education systems is a major challenge for societies. With reference to Bloom (1979), effective education is characterised by three joint effects: an increase in the average of all student outcomes, a reduction in the variance of all outcomes, and a decrease in the correlation between students' initial characteristics (e.g. , social background) and their outcomes. Effective teaching is therefore also equitable. Research on effective teachers has shown that the practices used by teachers have a very strong impact on student learning (Butler, 2020; Bressoux, 1994, 2001, 2008, 2012; Gauthier et al., 2013; Hattie, 2009, 2012; Muijs et al., 2014; Wiliam, 2018) . Moreover, based on a  \nwealth of empirical research conducted in classrooms, it has been shown that some teaching practices are more ef","cbCair5RcTGDnBNP","https://ap.wps.com/l/cbCair5RcTGDnBNP","pdf",615186,25,"English","# Abstract\n# Introduction: On the Development of Effective Practice and Professional Development (PD) for Teachers\n## Effective teaching and equity\n## Explicit instruction and related approaches\n## Professional development: definitions and challenges","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate how a professional development program training explicit instruction affected one teacher’s classroom practices, focusing on implementing the stages with fidelity.\"},{\"question\":\"How did the researchers measure fidelity to explicit instruction?\",\"answer\":\"They developed an original methodology using filmed teaching sessions and an observation grid based on the literature on explicit instruction, comparing coaching intentions with observed practices.\"},{\"question\":\"What did the results show after coaching?\",\"answer\":\"After the first coaching session, the teacher implemented the stages of explicit instruction, and later observations showed even more precise implementation.\"},{\"question\":\"Which aspect of explicit instruction was not fully implemented?\",\"answer\":\"The teacher did not implement specific checking for understanding, even though other stages were implemented more precisely over time.\"}]","Explicit Instruction: Evaluating the Fidelity of a Teacher's Practice - A Case Study | PDF",1792078629,63]