Focused Classroom Coaching and Widespread Racial Equity in School Discipline.
Focused Classroom Coaching and Widespread Racial Equity in School Discipline.
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DOI：
10.1177/2332858419897274
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发表时间：
2019-10-01
期刊：
影响因子：
2.8
通讯作者：
Allen JP
中科院分区：
文献类型：
--
作者：
Gregory A;Ruzek EA;DeCoster J;Mikami AY;Allen JP
我们研究了教师指导计划对纪律推荐的影响，使用来自7,794个美国中学教室的记录。一些任课教师参加了一项试验：他们被随机分配到一个重点教室接受强化辅导，或者组成一个照常上课的对照组。其余的教师在同一所学校任教。以前的研究表明，教练计划与增加公平的纪律转介重点辅导教室。当前的研究探讨了教师重点指导课堂到课程负荷多样化课堂的影响的普遍性。结果表明，教练计划有没有普遍的影响，减少转介与非洲裔美国学生或种族转介的差距，在课堂上与教练的教师，相对于控制教师和其他教师在学校。我们提供的教练计划和方向，以公平为导向的努力，以减少种族纪律差距的影响。
We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 secondary U.S. classrooms. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal coached classrooms. The current study addressed the generalizability of effects from teachers’ focal coached classrooms to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.
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影响因子：
3.5
作者：
Forscher PS;Mitamura C;Dix EL;Cox WTL;Devine PG
通讯作者：
Devine PG
影响因子：
7.6
作者：
Goff, Phillip Atiba;Jackson, Matthew Christian;DiTomasso, Natalie Ann
通讯作者：
DiTomasso, Natalie Ann
影响因子：
4.9
作者：
Bradshaw, Catherine P.;Mitchell, Mary M.;Leaf, Philip J.
通讯作者：
Leaf, Philip J.
影响因子：
3
作者：
Bradshaw, Catherine P.;Pas, Elise T.;Rosenberg, Michael S.
通讯作者：
Rosenberg, Michael S.
影响因子：
3.2
作者：
Gregory, A.;Ruzek, E.;Pianta, R. C.
通讯作者：
Pianta, R. C.