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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? None of the teacher-reported survey scales showed significant differences between coached and non-coached teachers in the experimental contrast. → Bradshaw 2018 q3 i? No significant pre-post differences in office disciplinary referrals were found in the non-experimental full-sample comparisons. → 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 · i? · causal · r2

Experimental contrast in the teacher-level RCT (N = 158) on self-reported culturally responsive teaching efficacy, multicultural efficacy, behavior management efficacy, and stress; the article reports no statistically significant coaching effect on any of these scales. Equivalence was not tested.

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

Discussion¶

Related Claims¶

• Coaching produced no significant additional gains on teacher self-reported efficacy or stress beyond the school-wide professional development — 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
• No significant pre–post changes in office discipline referrals occurred in the full sample following school-wide professional development — possibly the same claim (merge candidate)