1. co-treatment
1.1. research-based (Kim, H.-B., & Baricaua Gutierez, S., 2018)
1.2. function-based (Bethune, K. S., & Wood, C. L., 2018)
1.3. Interactive Whiteboard (Jang, S.-J., 2010)
1.3.1. model
2. Improve/Enhance
2.1. Teacher Instruction Kraft, M. A., Blazar, D., & Hogan, D. (2016)
2.1.1. process
2.1.2. TPACK of secondary science teacher (Jang, S.-J., 2010)
2.1.3. use of emergent literacy teaching strategies (Hsieh, W.-Y., et al, 2009)
2.2. Student Achievement Kraft, M. A., Blazar, D., & Hogan, D. (2016)
2.2.1. result
2.2.2. Math Achievement (Murray, S., et al. (2009)
2.2.2.1. obstacle in coaching
2.3. Teacher efficacy (Cantrell, S. C. & Hughes, H. K., 2008)
2.3.1. Personal efficacy
2.3.2. General Teaching Efficacy
2.3.3. Collective Efficacy
2.4. performance/skills (Theeboom, T., et al, 2013)
2.5. well-being (Theeboom, T., et al, 2013)
2.6. coping (Theeboom, T., et al, 2013)
2.7. work attitudes (Theeboom, T., et al, 2013)
2.8. self-regulation (Theeboom, T., et al, 2013)
3. Coaching technique
3.1. Key2Teach coaching technique (Hoogendijk, C., et al, 2018)
3.1.1. effect
3.1.1.1. Self-Efficacy
3.1.1.2. Emotional Exhaustion
3.1.1.3. closeness
3.1.2. Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion, a randomized controlled trial
3.1.3. process
3.2. Peer Coaching
3.2.1. Online PLC (Zhang, S., et al, 2017)
3.2.1.1. process
3.2.1.2. compare group
3.2.1.2.1. gender
3.2.1.2.2. Year of service
3.2.1.2.3. Educational Background
3.2.1.3. support
3.2.1.3.1. Academic
3.2.1.3.2. Technical
3.2.1.3.3. Emotional
3.2.1.3.4. Reflective
3.2.2. Metapedagogy Deliberation (Ben-Peretz, M., Gottlieb, E., & Gideon, I., 2018)
4. Implement Specific Approach
4.1. Effective
4.1.1. STEM (Hoogendijk, C., et al.,2018)
4.1.1.1. Coach Role
4.1.1.1.1. Individual supports vs Efficiencies
4.1.1.1.2. Co-constructing the role
4.1.1.1.3. Tensions of instructional coaching
4.1.1.1.4. Implication
4.1.2. Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion, a randomized controlled trial.
4.1.3. ESL in Diverse Learners Teemant, A. (2014)
4.1.3.1. Transformation
4.1.3.2. Sustainability
4.1.3.3. Growth Patterns
4.1.4. A mixed-methods investigation of instructional coaching for teachers of diverse learners
4.1.5. Beginning reading in early childhood educators Scarparolo, G.E., & Hammond, L.S. (2018)
4.1.5.1. model
4.1.5.2. Instrument
4.1.5.2.1. Teacher Knowledge Survey
4.1.5.2.2. Assessment of beliefs concerning reading instruction training
4.1.5.2.3. Teacher Observation Rubric