CSC coaching significantly reduced teachers' need for change in instructional practices (IS discrepancy scores, d = .88)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 IS Rating Scale total discrepancy scores were significantly smaller at postintervention than baseline, a large effect. → Dudek et al. 2019

Evidence¶

Dudek et al. 2019¶

Christopher M. Dudek, MEd, Linda A. Reddy, PhD, Adam Lekwa, PhD, Anh N. Hua, PhD, and Gregory A. Fabiano, PhD. (2019). Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418772919

q2 · i3 · causal · r1

Paired-samples t test comparing baseline and postintervention IS discrepancy scores for the 32 waitlist teachers, observed by independent observers. The article reports "t(31) = 4.97, p <.001, d = .88", a large effect.

"For IS discrepancy scores, paired samples t tests revealed that teachers had significantly smaller discrepancy scores at postintervention assessment (M = 12.81, SD = 9.82) than at baseline assessment (M = 20.15, SD = 11.81), t(31) = 4.97, p <.001, d = .88."

Discussion¶

Related Claims¶

• Delayed CSC coaching significantly improved waitlist control teachers' standardized behavior management strategy counts (d = .42) — related
• CSC coaching produced no statistically significant improvement in standardized instructional strategy counts — related
• CSC coaching significantly reduced teachers' need for change in behavior management practices (BMS discrepancy scores, d = .68) — related
• Teachers rated the CSC coaching as highly satisfactory (TCES total M = 89.92) — related