Students in classrooms of coached teachers showed more cooperation, less noncooperation, and fewer socially disruptive behaviors than students in comparison classrooms¶

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 Observers documented more favorable ratings of student cooperation in coached classrooms (β = 0.34, p = .03; Δ = 0.45). → Bradshaw 2018 q3 i2 Student noncooperation tallies were lower in coached classrooms (β = −0.86, IRR = 0.42, p = .002; Δ = −0.48). → Bradshaw 2018 q3 i2 Observers recorded fewer socially disruptive behaviors in coached classrooms (β = −0.19, p = .04; Δ = −0.43). → 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. https://doi.org/10.17105/SPR-2017-0119.V47-2

q3 · i2 · causal · r2

Experimental contrast on ASSIST student outcomes from the RCT (N = 158 teachers), analyzed with two-level HLM. Average noncooperation tallies were 0.13 in coached classrooms versus 0.31 in noncoached classrooms; the article states students in coached classrooms demonstrated nearly one-half of a standard deviation greater compliance and fewer disruptive behaviors.

"observers documented more favorable ratings of student cooperation (β = 0.34, p = .03; Δ = 0.45) in coached classrooms relative to noncoached classrooms."

Discussion¶

Related Claims¶

• Coached teachers were observed to use significantly more proactive behavior management and greater anticipation of and responsiveness to student problems than comparison teachers — related
• TAPP improves school-related behavioral problems per teacher ratings in the rural trial (effect size = +0.45) — related
• SSS participation prevented a rise in disruptive behavior over the school year that was observed in control students — related
• SSS participation increased growth in cooperation in classroom interactions — related
• CBC significantly improves directly observed classroom behaviors, including on-task, off-task, appropriate social behaviors, and motor movements, in rural classrooms — related
• Disruptive student behavior is associated with less academic engaged time and lower achievement — a broader claim this one bears on
• More teacher time using A2i software is associated with less classroom time in disruption and discipline events — related
• Coaching produced no significant additional gains on teacher self-reported efficacy or stress beyond the school-wide professional development — related