Promoting cultural responsivity and student engagement through double check coaching of classroom teachers: An efficacy study

Catherine P. Bradshaw, Elise T. Pas, Jessika H. Bottiani, Katrina Debnam, Wendy M. Reinke, Keith C. Herman, Michael S. Rosenberg

Research output: Contribution to journalArticle

Abstract

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre–post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.

Original languageEnglish (US)
Pages (from-to)118-134
Number of pages17
JournalSchool Psychology Review
Volume47
Issue number2
DOIs
StatePublished - Jun 2018

Keywords

  • Behavior
  • Cultural responsivity
  • Intervention
  • Prevention
  • School discipline
  • School engagement
  • Student–teacher relationships

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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