Coaching produced no significant additional gains on teacher self-reported efficacy or stress beyond the school-wide professional development¶

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

Subclaims¶

q3 i? None of the teacher-reported survey scales differed significantly between coached and noncoached teachers in the experimental contrast. → 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 · i? · causal · r2

Null experimental contrast from the teacher-level RCT (N = 158) on self-reported culturally responsive teaching self-efficacy, multicultural efficacy, behavior management self-efficacy, and stress, analyzed with two-level HLM adjusted for social desirability bias. No effect sizes were printed for these null contrasts.

"However, none of the teacher-reported survey scales demonstrated significant differences between the coached and noncoached teachers in the experimental contrast (see Table 4)."

Discussion¶

Related Claims¶

• Coaching produced no additional experimental gains on teacher self-reported efficacy or stress, and no significant pre-post ODR changes appeared in the full sample — possibly the same claim (merge candidate)
• 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
• Students in classrooms of coached teachers showed more cooperation, less noncooperation, and fewer socially disruptive behaviors than students in comparison classrooms — related