Coached teachers were observed to use significantly more proactive behavior management and greater anticipation of and responsiveness to student problems than comparison teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Observer ratings of proactive behavior management were higher among coached teachers (β = 0.34, p = .01; Δ = 0.45). → Bradshaw 2018 q3 i2 Observer ratings of anticipation of and responsiveness to student problems were higher among coached teachers (β = 0.29, p = .04; Δ = 0.37), though this effect did not survive false discovery rate adjustment. → Bradshaw 2018

Evidence¶

Bradshaw 2018¶

Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018). Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study. School Psychology Review, 47(2), 118–134. https://doi.org/10.17105/SPR-2017-0119.V47-2

q3 · i2 · causal · r2

Experimental contrast from the teacher-level RCT using external blinded ASSIST observations (15-minute live observations pre and post). Coached teachers were rated nearly one-half and over one-third of a standard deviation higher on these two global ratings than comparison teachers.

"observer ratings of proactive behavior management (β = 0.34, p = .01; Δ = 0.45) and anticipation of and responsiveness to student problems (β = 0.29, p = .04; Δ = 0.37) were higher among those who received coaching."

Discussion¶

Related Claims¶

• Students in classrooms of coached teachers showed more cooperation, less noncooperation, and fewer socially disruptive behaviors than students in comparison classrooms — related
• IY TCM teachers implement higher rates of proactive classroom management strategies over time than control teachers — related
• Following school-wide Double Check professional development, all teachers reported improved culturally responsive teaching self-efficacy, multicultural efficacy, behavior management self-efficacy, and lower stress — related