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¶

Claim · All claims
Evidence · 1 study · q2 quasi-experiment · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Pre-post non-experimental analyses showed significant improvements in culturally responsive teaching self-efficacy (β = 0.26, p < .001; d = 0.48), multicultural efficacy (β = 0.15, p < .001; d = 0.32), and classroom behavior management self-efficacy (β = 0.18, p < .001; d = 0.26). → Bradshaw 2018 q2 i? Teacher stress declined significantly pre-post (β = -0.14, p = .037; d = -0.15), though this finding did not survive false discovery rate adjustment. → Bradshaw 2018

q3 i2 Culturally responsive teaching self-efficacy improved pre–post (β = 0.26, p < .001; d = 0.48). → Bradshaw 2018

q3 i1 Multicultural efficacy (d = 0.32) and classroom behavior management self-efficacy (d = 0.26) improved pre–post. → Bradshaw 2018

q3 i0 Self-reported stress declined pre–post (β = −0.14, p = .037; d = −0.15), though this finding 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

q2 · i2

Three-level HLM non-experimental pre-post analysis of the full sample (N = 158) following the five-part school-wide professional development, with self-report scales adjusted for social desirability bias. Because all staff received the training, only a non-experimental design was feasible for this comparison.

"we found significant improvements at post-test on culturally responsive teaching self-efficacy (β = 0.26, p < .001; d = 0.48), multicultural efficacy (β = 0.15, p < .001; d = 0.32), classroom behavior management self-efficacy (β = 0.18, p < .001; d = 0.26), and stress (β = -0.14, p = .037; d = -0.15)"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Coaching produced no significant additional gains on teacher self-reported efficacy or stress beyond the school-wide professional development — related
• 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 — related
• No significant pre–post changes in office discipline referrals occurred in the full sample following school-wide professional development — related
• Coached teachers were observed to use significantly more proactive behavior management and greater anticipation of and responsiveness to student problems than comparison teachers — related
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — a broader claim this one bears on