Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study

National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: [email protected]; Web site: http://www.nasponline.org/publications/

Y

17

Institute of Education Sciences (ED)

R305A150221
R324A110107

Cultural Awareness; Faculty Development; Culturally Relevant Education; Classroom Techniques; Self Efficacy; Behavior Problems; Coaching (Performance); Randomized Controlled Trials; Elementary School Teachers; Middle School Teachers; Cooperation; Student Behavior; Comparative Analysis; Discipline; Referral; African American Students; Intervention; Teacher Surveys; Teacher Attitudes; Outcomes of Education; Statistical Analysis; Measures (Individuals); Social Desirability; Social Bias; Observation; Hierarchical Linear Modeling

0279-6015

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre-post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.

As Provided

Meets Evidence Standards without Reservations

Yes

2018

EJ1181996