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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“…analysed a variety of instructional actions that included cultural education materials (Ebersole, Kanahele-Mossman, and Kawakami 2016), coaching (Bradshaw et al. 2018; Iwai 2019), critical friendship (Leeman and van Koeven 2019), telecollaboration (Üzüm, Akayoglu, and Yazan 2020), reflection on…”
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Influential
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Self-citation
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Self-citation
Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline: The Responsive Practices to Outcomes Model
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“We conducted a teacher level randomized controlled trial (RCT) within an Institute of Education Sciences (IES) Development project, whereby all teachers were exposed to the Double Check PD and half received CCU-informed coaching.”
InfluentialSelf-citation

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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