Cited by 185Teacher Education and Leadership StudiesBehavioral and Psychological StudiesEducation Discipline and Inequality

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Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study

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Bradshaw, Catherine P., Pas, Elise T., Bottiani, Jessika H., Debnam, Katrina J., Reinke, Wendy M., Herman, Keith C., Rosenberg, Michael S.·2018·School Psychology Review

DOI 10.17105/spr-2017-0119.v47-2

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Abstract

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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“This finding aligns with the existing research on the utility of individual coaching and performance feedback delivered to classroom teachers (Bradshaw et al., 2018; Gregory, Allen, Mikami, Hafen, & Pianta, 2015; Reinke, Lewis-Palmer, & Merrell, 2008).”
Result
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“Data for this study come from a group randomized controlled trial (RCT) of the Double Check intervention (Bradshaw et al., 2018).”
MethodSelf-citation
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“School-based approaches are showing promise for narrowing school discipline disparities and increasing racial equity (Augustine et al., 2018; Bradshaw et al., 2018; Gion, McIntosh, & Falcon, 2020).”
Background
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Background
Prevention Science as a Platform for Solving Major Societal Problems and Improving Population Health
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“In our teacher consultation work, we have had the privilege to contribute to the development of Double Check (Bradshaw et al., 2018), a theory-based professional development (PD) and coaching model for improving cultural proficiency of teachers.”
BackgroundSelf-citation
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“Although there is now evidence of interventions that can significantly decrease discipline disparities (Bradshaw et al., 2018; Cook et al., 2018; Gion et al., 2020; Gregory et al., 2016; Knochel et al., 2020), implementation of school approaches have proven challenging in practice (Augustine et…”
Background
A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students
Duong, M. T., Gaias, L. M., Brown, E. C., Kiche, S. W., Nguyen, L., Corbin, C. M., Chandler, C. J., Buntain-Ricklefs, J. J., & Cook, C. R. (2022) · School Mental Health · doi:10.1007/s12310-022-09516-3 · Cited by 13
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Background
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“” Hawa’s comments here are consistent with literature regarding the benefits of culturally responsive and sustaining educators who often embody high expectations of students (Kieran & Anderson, 2019; Samuels, 2018), commitment to student intellectual engagement (Bradshaw et al., 2018), and foster strong relationships…”
BackgroundResult
Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan
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“Nonetheless, selfreports of culturally responsive behavior and efficacy are needed, as self-reported use and efficacy can improve with training and coaching on targeted adoption of practices (Bradshaw et al., 2018).”
BackgroundInfluential
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“In response, efforts aimed at reducing racial disproportionality in school discipline practice have focused on improving the contextual fit of existing school-wide behavioral supports (Bradshaw et al., 2018; Fallon, O'Keeffe, & Sugai, 2012; Leverson, Smith, McIntosh, Rose, & Pinkelman, 2019).”
BackgroundResultInfluential
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“, 2018) as well as coaching and mentorship programs (Becker et al., 2013; Bradshaw et al., 2018; Hershfeldt et al., 2012) developed to increase school staff knowledge and skills for supporting student mental health using research supported practices.”
Background
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“However, studies focused on identifying strategies for reducing these biases and their impact has been rarer (see Bradshaw, Pas, Debnam, et al. [2018]; Cook, Coco, et al. [2018]; Okonofua et al. [2020] for exceptions).”
CARES360: A framework for teacher capacity-building in culturally sustaining practices
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Self-citation
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“The positive teacher behaviors, as well as professional development, produced significant improvements in reductions in disruptive behavior (Cook et al., 2018; Bradshaw et al., 2018).”
Background
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“Other coaching models may be contentneutral and focus on instructional techniques that can be applied across contexts, such as classroom management or cultural responsivity, as in Double Check Coaching (Bradshaw et al., 2018).”
Background
Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement
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“The Double-Check model was also created to provide teachers with similar strategies using a cultural responsiveness framework to aid teachers establish universal classroom supports when teaching in a racially diverse classroom (Bradshaw et al., 2018; Hershfeldt et al., 2009).”
Self-citation
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“For example, practice recommendations for being culturally responsive with hundreds or thousands of students in the school setting (Bradshaw et al., 2018) or within social–emotional interventions (Graves & Aston, 2018) may differ from recommendations that can be made to work individually with…”
How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives
Smith, L. H., Aguayo, D., Pandey, T., Reinke, W. M., Herman, K. C., & Debnam, K. J. (2024) · Journal of Adolescent Research · doi:10.1177/07435584241230960 · Cited by 6
“Experimental research using a teacher-level randomized controlled trial supports the Double Check CARES framework (Bradshaw et al., 2018).”
InfluentialSelf-citation
Motivational Interviewing Training and Fidelity Monitoring in School-Based Research: A Scoping Review
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“…integrated MI into coaching models to strengthen teachers’ classroom management practices (Frey et al., 2025; Reinke et al., 2008, 2011), to support teachers’ use of culturally responsive strategies (Bradshaw et al., 2018), and to bolster program adoption and implementation (Frey et al., 2023).”
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Frey, A. J., Pas, E. T., Herman, K. C., & Small, J. R. (2023) · Issues in clinical child psychology · doi:10.1007/978-3-031-20006-9_30 · Cited by 6
Self-citation
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Self-citation
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Kaihoi, C. A., Braun, S. S., Bottiani, J. H., & Bradshaw, C. P. (2023) · Psychology in the Schools · doi:10.1002/pits.22995 · Cited by 7
Self-citation
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Santiago‐Rosario, M. R., Austin, S. C., Izzard, S., Strickland-Cohen, M. K., Gallo, J. C. R., Newson, A., & McIntosh, K. (2023) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2236054 · Cited by 14
“The use of culturally responsive instructional practices with coaching support shows promise in reducing the use of sending students to the office due to behavior threats (Bradshaw et al., 2018).”
Exploring how general education teachers use school‐based consultation
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Self-citation
Increasing test scores or fighting injustice: Understanding one district's culturally responsive teaching certification program
Thomas, C. A., & Sebastian, R. (2023) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2023.100235 · Cited by 5
Exploring Intervention Sustainment and Intervention Spread Following a Randomized Clinical Trial of the MOSAIC Program
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The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender
Braun, S. S., Rodgers, C. R. R., Linsky, A. C. V., Griffin, C. B., & Bradshaw, C. P. (2023) · School Psychology Review · doi:10.1080/2372966x.2023.2192174 · Cited by 7
“…Double Check intervention program, for example, aims to increase teachers’ cultural awareness and inclusive teaching and has demonstrated improvements in teachers’ self-reported culturally responsive behavior management and observations of supportive teaching practices (Bradshaw et al., 2018).”
Self-citation
Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation
Cooper, J. M., Holmes, S. R., Kaiser, L. T., & Miranda, A. H. (2024) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2024.2311370 · Cited by 6
“…Check version of CCU (www.doublecheckcoaching.org) in future courses now that its companion website is functional given its focus on culturally responsive behavior management and practices with the goal of decreasing disproportionate disciplinary referrals (Bradshaw et al., 2018; Pas et al., 2016).”

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: Bradshaw, Catherine P.
Pas, Elise T.
Bottiani, Jessika H.
Debnam, Katrina J.
Reinke, Wendy M.
Herman, Keith C.
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
DOI: 10.17105/spr-2017-0119.v47-2
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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Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study

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