ERIC Number: EJ1201861
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
Coaching to Improve Teacher Instruction and Behavior Management in a High Poverty School: A Case Study
Reddy, Linda A.; Shernoff, Elisa; Lekwa, Adam; Matthews, Christian; Davis, William; Dudek, Christopher M.
School Psychology Quarterly, v34 n1 p14-21 Jan 2019
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, 0.56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., [sigma] 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.
Descriptors: Learner Engagement, Teacher Student Relationship, Case Studies, Classroom Techniques, Coaching (Performance), Poverty, Disadvantaged Schools, Evidence Based Practice, Instructional Improvement, Student Behavior, Feedback (Response), Academic Achievement, Grade 3, Elementary School Students, Elementary School Teachers, Models
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A