Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study
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DOI：
10.17105/spr-2017-0119.v47-2
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发表时间：
2018-06-01
影响因子：
3
通讯作者：
Rosenberg, Michael S.
中科院分区：
文献类型：
--
作者：
Bradshaw, Catherine P.;Pas, Elise T.;Rosenberg, Michael S.
本文介绍了一项随机对照试验 (RCT) 的结果，该试验测试了一种新颖的辅导方法的影响，该方法被用作双重检查文化响应度和学生参与模型的一个要素。 RCT 包括 158 名中小学教师，随机接受辅导或作为比较；所有参与的教师都参加了全校范围的专业发展活动。前后非实验比较表明，在两种情况下，教师在专业发展经历后，自我报告的文化响应行为管理和自我效能感均有所改善。关于实验结果，受过训练的观察者记录到，与对照教师相比，受过辅导的教师在课堂上的行为管理和对学生问题的预期显着更高，学生合作程度更高，学生不合作更少，破坏性行为更少。综上所述，研究结果表明，辅导与全校专业发展相结合，有可能改善课堂管理实践，并可能减少黑人学生的办公室纪律转介。
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.