Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study

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 coa...

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Bibliographic Details
Published in:School psychology review 2018-06, Vol.47 (2), p.118-134
Main Authors: Bradshaw, Catherine P., Pas, Elise T., Bottiani, Jessika H., Debnam, Katrina J., Reinke, Wendy M., Herman, Keith C., Rosenberg, Michael S.
Format: Article
Language:English
Subjects:
African American Students
behavior
Behavior modification
Behavior Problems
Classroom Techniques
Coaching (Performance)
Comparative Analysis
Cooperation
Cultural Awareness
cultural responsivity
Culturally Relevant Education
Demographics
Discipline
Educational psychology
Elementary School Teachers
Ethnicity
Faculty Development
Hierarchical Linear Modeling
Instructional Leadership
Intervention
Learner Engagement
Measures (Individuals)
Middle School Teachers
Observation
Outcomes of Education
Peers
prevention
Professional development
Randomized Controlled Trials
Referral
School discipline
school engagement
Secondary School Students
Self Efficacy
Social Bias
Social Desirability
Statistical Analysis
Student Behavior
Student organizations
student-teacher relationships
Teacher Attitudes
Teacher Characteristics
Teacher education
Teacher Surveys
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Summary: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.
ISSN:2372-966X
0279-6015
2372-966X
DOI:10.17105/SPR-2017-0119.V47-2