Promoting cultural responsivity and student engagement through double check coaching of classroom teachers: An efficacy study
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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.
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Coaching as a PD strategy was either used in rather lengthy trajectories of at least six months or in short but intensive full-time immersion experiences.
“coaching as a PD strategy was either used in rather lengthy trajectories of at least six months (e.g., Bradshaw et al., 2018;Daniel & Pray, 2017;Leeman & Van Koeven, 2019) or in short but intensive full-time immersion experiences (i.e., He et al., 2017;Pence & Macgillivray, 2008).”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Bradshaw et al., 2018
These studies demonstrated how such PD efforts can improve the use of home language in the classroom or lead to higher teacher responsiveness and less disciplinary referrals of black children.
“These studies demonstrated how such PD efforts can improve the use of home language in the classroom (i.e., Daniel & Pray, 2017;Spies et al., 2017) or lead to higher teacher responsiveness and less disciplinary referrals of black children (i.e., Bradshaw et al., 2018).”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Bradshaw et al., 2018
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- Authors
- Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S.
- Affiliations
- University of Virginia (US)
- Johns Hopkins University (US)
- University of Missouri (US)
- SUNY New Paltz (US)
- Corresponding author
- Bradshaw, Catherine P.
- ORCID
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2018-06-01
- Volume
- 47
- Issue
- 2
- Pages
- 118-134
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2808090866
- Cited by
- 185
- References
- 62
- Citations by year
- 2026: 10 · 2025: 32 · 2024: 23 · 2023: 30 · 2022: 26 · 2021: 24 · 2020: 22 · 2019: 14 · 2018: 4
- FWCI
- 48.29
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- cc-by
- Locations
- School Psychology Review (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by)
- Funders
- Universidad Autónoma de Nuevo León
- Universidad Autónoma de Nayarit
- Universidad Autónoma de Tamaulipas
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Discipline and Inequality
- Keywords
- cultural responsiveness, student engagement, teacher coaching, classroom management, teacher self-efficacy, Black students, office discipline referrals, elementary and middle school teachers
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