No significant pre–post changes in office discipline referrals occurred in the full sample following 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? Nonexperimental pre–post comparisons showed no significant differences in total, Black students', or White students' office discipline referrals. → 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

Three-level repeated-measures HLM of SWIS referral counts for the full sample (N = 158) from fall to spring, without regard to coaching exposure. No effect sizes were printed for these null time effects.

"No significant differences were identified in the nonexperimental pre–post comparisons for ODRs (see Table 3)."

Discussion¶

Related Claims¶

• Double Check coaching significantly reduced coached teachers' office discipline referrals of Black students relative to non-coached teachers, though this effect was sensitive to multiple-comparison adjustment — related
• 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
• 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)
• In SWPBIS-trained schools the share of students with an office discipline referral fell slightly but significantly (18.8% to 18.1%), with no comparison-school data — related