Coaching to improve teacher instruction and behavior management in a high poverty school: A case study.

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2019-01-01 Epub Date: 2018-12-17 DOI:10.1037/spq0000302

Linda A Reddy, Elisa Shernoff, Adam Lekwa, Christian Matthews, William Davis, Christopher M Dudek

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引用次数: 49

Abstract

This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, .56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., ∑ recommended frequency-observed frequency]; effect sizes of -1.21, -1.77). Improvements in student academic engagement (effect size of 2.55) and teacher reported instructional support were also found. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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在一所高度贫困的学校中，辅导改善教师教学和行为管理:个案研究。

本案例研究深入描述了与三年级教师Sara实施课堂策略辅导(CSC)模型相关的行动和过程。CSC模型使用形成性评估数据来支持教师使用基于证据的教学和行为管理实践。CSC模型在一所高度贫困的学校进行了为期8周的实验。研究结果表明，Sara增加了行为表扬和概念总结的使用(单受试者效应量分别为8.49和0.56)，并减少了学习成绩反馈和行为表扬的实践改变需求(通过课堂策略评估系统差异分数[即∑推荐频率-观察频率]衡量);效应值为-1.21，-1.77)。学生的学习投入(效应量为2.55)和教师报告的教学支持也有所改善。(PsycINFO数据库记录(c) 2019 APA，版权所有)。

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School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association

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