The DOI matches its Crossref record; 60 of the 62 references it cites were found in a registry or an index.
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study
Open accessAbstract
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
Citations
Cites
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,773 · cited 1×
“We fit hierarchical linear models (HLM; Raudenbush & Bryk, 2002; Raudenbush, Bryk, Cheong, Congdon, & du Toit, 2011) to examine the nonexperimental difference in outcomes for the full sample (N = 158) from pretest (Time 1/ baseline/fall) to posttest (Time 2/spring), without regard to coaching…”
Hierarchical Linear Models: Applications and Data Analysis Methods
Davidian, M. (2003) · Journal of the American Statistical Association · doi:10.1198/jasa.2003.s288 · Cited by 13,820
Cohen, J. (1992) · Psychological Bulletin · doi:10.1037//0033-2909.112.1.155 · Cited by 8,771
A new scale of social desirability independent of psychopathology.
Crowne, D. P., & Marlowe, D. (1960) · Journal of Consulting Psychology · doi:10.1037/h0047358 · Cited by 8,686 · cited 1×
“We utilized an abbreviated version of the social desirability bias scale (Crowne & Marlowe, 1960), which was comprised of 10 items (e.g., “I have never intensely disliked any of my students”; “I’m always willing to admit it when I make a mistake”; “I always try to practice what I preach”; α = .62).”
MethodMotivational interviewing: preparing people for change.
Miller, W. R., & Rollnick, S. (2002) · Cited by 7,002
Regression Analysis of Count Data
Cameron, A. C., & Trivedi, P. K. (2013) · doi:10.1017/cbo9781139013567 · Cited by 6,640
Regression Analysis of Count Data: Author Index
Cameron, A., & Trivedi, P. (1998) · Cambridge University Press eBooks · doi:10.1017/cbo9780511814365 · Cited by 6,406
Culturally responsive teaching: theory, research, and practice
(2011) · Choice Reviews Online · doi:10.5860/choice.48-2812 · Cited by 3,113
Motivational Interviewing: Preparing People for Change, 2nd ed.
Miller, W., & Rollnick, S. (2003) · Journal For Healthcare Quality · doi:10.1097/01445442-200305000-00013 · Cited by 2,634 · cited 2×
“…interviewing was initially incorporated into this coaching approach as a way to address teachers’ ambivalence about changing their practices (Miller & Rollnick, 2002; Reinke et al., 2011), but given the concern with implementation fidelity in schools and when addressing a more sensitive…”
BackgroundMethodProfessional School Counseling
Thompson, R., & Thompson, D. R. (2012) · Routledge eBooks · doi:10.4324/9780203881644 · Cited by 2,538
(1999) · Medical Entomology and Zoology · Cited by 2,460
Student achievement through staff development
Joyce, B. R., & Showers, B. (1988) · Cited by 2,100
O'Connell, M., Boat, T., & Warner, K. (2009) · National Academies Press eBooks · doi:10.17226/12480 · Cited by 2,035
(2009) · Cited by 2,013
The color of discipline: Sources of racial and gender disproportionality in school punishment
Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002) · The Urban Review · doi:10.1023/a:1021320817372 · Cited by 1,758
Skiba, R. J., Horner, R. H., Chung, C.-G., Rausch, M. K., May, S. L., & Tobin, T. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087730 · Cited by 1,593 · cited 4×
“These findings highlight the contribution of exclusionary school discipline practices to the school-to-prison pipeline (Skiba et al., 2011).”
BackgroundInfluentialA Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
Sugai, G. M., & Horner, R. R. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087989 · Cited by 954 · cited 4×
“Consistent with the behavioral theoretical focus of the Double Check model (Hershfeldt et al., 2009) and PBIS (Sugai & Horner, 2002, 2006), there is a specific emphasis within each professional development on skill development through the provision of concrete strategies and practices that teachers…”
MethodInfluentialThe Evolution of Discipline Practices: School-Wide Positive Behavior Supports
Sugai, G., & Horner, R. (2002) · Child & Family Behavior Therapy · doi:10.1300/j019v24n01_03 · Cited by 945 · cited 4×
“Consistent with the behavioral theoretical focus of the Double Check model (Hershfeldt et al., 2009) and PBIS (Sugai & Horner, 2002, 2006), there is a specific emphasis within each professional development on skill development through the provision of concrete strategies and practices that teachers…”
MethodInfluentialTeachers' Sense of Efficacy and the Organizational Health of Schools
Hoy, W. K., & Woolfolk, A. E. (1993) · The Elementary School Journal · doi:10.1086/461729 · Cited by 919 · cited 1×
“We also included an efficacy scale from Hoy and Woolfolk (1993) that assessed teachers’ ability to handle students with behavior problems (e.g., “I can manage almost any student behavior problem”; α = .80).”
MethodBradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709334798 · Cited by 868
Self-citationHorner, R. H., Sugai, G. M., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709332067 · Cited by 826 · cited 2×
“Although SW-PBIS has demonstrated success in improving school climate and reducing office disciplinary referral rates overall (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Waasdorp, & Leaf, 2012; Horner et al., 2009), several studies have shown that racial disparities in s…”
BackgroundPreservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs
Siwatu, K. O. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.07.011 · Cited by 693 · cited 1×
“The Culturally Responsive Teaching SelfEfficacy Scale (15 items; Siwatu, 2007; α = .82) also measured teachers’ culturally responsive self-efficacy in addition to the teachers’ assessments of their ability to connect with diverse students (e.g., “I implement strategies to minimize the effects of…”
BackgroundSkiba, R. J., Chung, C.-G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014) · American Educational Research Journal · doi:10.3102/0002831214541670 · Cited by 691 · cited 1×
“…number of days of suspension) for similar violations of school rules than their White peers (see Bradshaw, Mitchell, O’Brennan, & Leaf, 2010; Losen, Hodson, Ee, & Martinez, 2015; Skiba et al., 2014; Skiba et al., 2011; Skiba, Michael, Nardo, & Peterson, 2002; Skiba, Shure, & Williams, 2012).”
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013) · School Psychology Quarterly · doi:10.1037/spq0000035 · Cited by 672
The School-Wide Evaluation Tool (SET)
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G. M., & Boland, J. B. (2004) · Journal of Positive Behavior Interventions · doi:10.1177/10983007040060010201 · Cited by 563 · cited 1×
“All 12 schools had been previously trained in the SW-PBIS (Sugai & Horner, 2002, 2006) model and were implementing the Tier 1 SW-PBIS supports with high fidelity according to the School-Wide Evaluation Tool (SET; Horner et al., 2004).”
MethodEffects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012) · PEDIATRICS · doi:10.1542/peds.2012-0243 · Cited by 545
Self-citationCarmichael, D., Booth, E. A., Plotkin, M. M., Thompson, M. D., Miner P. Marchbanks, III, & Fabelo, T. (2011) · Issue Lab (Candid) · Cited by 523
Exposure to job stress--a new psychometric instrument.
Hurrell, J. J., & McLaney, M. A. (1988) · PubMed · Cited by 476
Multilevel Modeling of Educational Data
O'Connell, A. A., & McCoach, D. B. (2008) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-729-9 · Cited by 434
Reinke, W. M., Lewis-Palmer, T., & Merrell, K. W. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087879 · Cited by 413 · cited 2×
“Classroom Check-Up The original CCU coaching model (Reinke, 2006; Reinke et al., 2011; Reinke et al., 2008) is a data-based decision-making process whereby the coach and teacher go through five clear steps; several of the original CCU materials (e.”
BackgroundMethodSelf-citationAddressing Diversity in Schools: Culturally Responsive Pedagogy
Richards, H., Brown, A. F., & Forde, T. (2007) · Teaching Exceptional Children · doi:10.1177/004005990703900310 · Cited by 391
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N. S., & Leaf, P. J. (2008) · School Psychology Quarterly · doi:10.1037/a0012883 · Cited by 389
Self-citationBradshaw, C. P., Mitchell, M. M., O'Brennan, L. M., & Leaf, P. J. (2010) · Journal of Educational Psychology · doi:10.1037/a0018450 · Cited by 373
Self-citationClosing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.
Bartanen, P. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2015.1074509 · Cited by 336
Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004) · Journal of Positive Behavior Interventions · doi:10.1177/10983007040060030201 · Cited by 302 · cited 5×
“…interactions among a number of individuals (i.e., teachers, students, administrators) that may reflect a student’s problem behavior, differences in behavioral and cultural standards and expectations, a teacher’s lack of relational or behavior management skills, or teacher bias (Irvin et al., 2004).”
BackgroundMethodInfluentialAre We Closing the School Discipline Gap
Losen, D. J., Hodson, C., Keith, M. A., Morrison, K., & Belway, S. (2015) · eScholarship (California Digital Library) · Cited by 217
The Multicultural Efficacy Scale: Development, Item Selection, and Reliability
Guyton, E. M., & Wesche, M. (2005) · Multicultural Perspectives · doi:10.1207/s15327892mcp0704_4 · Cited by 217 · cited 1×
“The Multicultural Efficacy Scale (15 items; Guyton & Wesche, 2005; α = .80) School Psychology Review, 2018, Volume 47, No. 2 DOI: 10.17105/SPR-2017-0119.”
InfluentialRisk for reduced sperm quality among metal workers, with special reference to welders.
Mortensen, J. T. (1988) · Scandinavian Journal of Work Environment & Health · doi:10.5271/sjweh.1954 · Cited by 217
Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000155 · Cited by 200
Self-citationToward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support
Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain-Bradway, J. (2011) · Journal of Positive Behavior Interventions · doi:10.1177/1098300711399765 · Cited by 174
Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P. (2018) · Journal of Teacher Education · doi:10.1177/0022487117722553 · Cited by 158
Self-citationBradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2014) · Journal of Educational Psychology · doi:10.1037/a0037630 · Cited by 141
Self-citationPas, E. T., Cash, A. H., O’Brennan, L. M., Debnam, K. J., & Bradshaw, C. P. (2015) · Journal of School Psychology · doi:10.1016/j.jsp.2014.12.005 · Cited by 132
Self-citationPerspective-Taking Increases Willingness to Engage in Intergroup Contact
Wang, C. S., Tai, K., Ku, G., & Galinsky, A. D. (2014) · PLoS ONE · doi:10.1371/journal.pone.0085681 · Cited by 131
Debnam, K. J., Pas, E. T., Bottiani, J. H., Cash, A. H., & Bradshaw, C. P. (2015) · Psychology in the Schools · doi:10.1002/pits.21845 · Cited by 128
Self-citationExamining the validity of office discipline referrals as an indicator of student behavior problems
Pas, E. T., Bradshaw, C. P., & Mitchell, M. M. (2011) · Psychology in the Schools · doi:10.1002/pits.20577 · Cited by 122
Self-citationCore competencies and the prevention of school failure and early school leaving
Bradshaw, C. P., O’Brennan, L. M., & McNeely, C. A. (2008) · New Directions for Child and Adolescent Development · doi:10.1002/cd.226 · Cited by 112
Self-citationLarson, K. E., & Bradshaw, C. P. (2017) · Children and Youth Services Review · doi:10.1016/j.childyouth.2017.02.034 · Cited by 110 · cited 2×
“This variable was included as a covariate in the analyses of the self-report data to adjust for the potential of social desirability bias, which is a common concern in self-report measures of cultural responsivity (Larson & Bradshaw, 2017).”
MethodSelf-citationEquity, Connection, and Engagement in the School Context to Promote Positive Youth Development
Debnam, K. J., Johnson, S. L., Waasdorp, T. E., & Bradshaw, C. P. (2014) · Journal of Research on Adolescence · doi:10.1111/jora.12083 · Cited by 92
Self-citationDay-Vines, N. L., & Day-Hairston, B. O. (2005) · Professional School Counseling · Cited by 90
Pas, E. T., Larson, K. E., Reinke, W. M., Herman, K. C., & Bradshaw, C. P. (2016) · Education and Treatment of Children · doi:10.1353/etc.2016.0021 · Cited by 85 · cited 4×
“…the goal of the Double Check CCU coaching was to provide ongoing support for teachers’ adoption of classroom management and culturally responsive practices taught in the professional development by applying a structured problem-solving approach (for additional information, see Pas et al., 2016).”
BackgroundMethodInfluentialSelf-citationObservations of the middle school environment: The context for student behavior beyond the classroom
Rusby, J. C., Crowley, R. N., Sprague, J. R., & Biglan, A. (2011) · Psychology in the Schools · doi:10.1002/pits.20562 · Cited by 60
Double-Check: A framework of cultural responsiveness applied to classroom behavior
Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., & Leaf, P. J. (2009) · Cited by 59
Self-citationUnderstanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’
Johnson, S. R., Pas, E. T., & Bradshaw, C. P. (2016) · Prevention Science · doi:10.1007/s11121-016-0633-8 · Cited by 53
Self-citationSpecial Education for Today's Teachers: An Introduction
Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2007) · Cited by 51
Self-citationHurd, N. M., Hussain, S. B., & Bradshaw, C. P. (2015) · Youth & Society · doi:10.1177/0044118x15598029 · Cited by 27
Self-citationInsights on Learning Disabilities: From Prevailing Theories to Validated Practices
Cohan, A., & Honigsfeld, A. (2010) · Cited by 20
Porowski, A. W., O'Conner, R., & Passa, A. (2014) · Cited by 9
Debnam, K. J., Bottiani, J. H., & Bradshaw, C. P. (2017) · Routledge eBooks · doi:10.1201/9781315367361-11 · Cited by 8
Self-citationDebnam, K. J., & Bottiani, J. H. (2017) · doi:10.1201/9781315367361-18 · Cited by 3
Self-citation
Research works printed but not linked: 11
- Bradshaw C. P., 2018, Double Check: Promoting culturally responsive behavior management and enhanced student engagement
- 10.1037/0033-2909.112.1.155 · DOI · Paper page
- Hershfeldt P. A., 2009, TEACHING Exceptional Children Plus, 6, 2
- Jennings P. A., 2015, Mindfulness for teachers: Simple skills for peace and productivity in the classroom
- May S., 2003, Schoolwide Information System
- Raudenbush S. W., 2011, HLM 7: Hierarchical linear and nonlinear modeling
- Reinke W. M., 2006, Coaching classroom management: Strategies and tools for administrators and coaches, 139
- Reinke W. M., 2011, Motivational interviewing for effective classroom management: The Classroom Check-Up
- Rusby J. C., 2001, Assessing school settings: Interactions of students and teachers (ASSIST) observation system
- Skiba R. J., 2012, Disproportionality in education and special education: A guide to creating more equitable learning environments, 89
- Vincent C. G., 2015, Closing the school discipline gap: Equitable remedies for excessive exclusion, 207
Cited by
Sorted by citations
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.10.002 · Cited by 454
Self-citationRomijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103236 · Cited by 241
Fagan, A. A., Bumbarger, B. K., Barth, R. P., Bradshaw, C. P., Cooper, B. R., Supplee, L. H., & Walker, D. K. (2019) · Prevention Science · doi:10.1007/s11121-019-01048-8 · Cited by 223
Self-citationDisproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis
Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021) · Review of Educational Research · doi:10.3102/0034654321995255 · Cited by 136
“…Bradshaw et al. (2018) both examined coaching models implemented by researcher trained and supervised coaches, and study authors acknowledged the “additional cost and burden associated with coaching individual teachers, both in terms of teacher time and coach time” (Bradshaw et al., 2018, p. 122).”
BackgroundInfluentialGood Intentions Are Not Enough: Centering Equity in School Discipline Reform
Gregory, A., Osher, D. M., Bear, G. G., Jagers, R. J., & Sprague, J. R. (2021) · School Psychology Review · doi:10.1080/2372966x.2020.1861911 · Cited by 119
“that teachers who participated in workshops and classroom coaching focused on increasing “CARES” (Connection to the curriculum, Authentic relationships, Reflective thinking, Effective communication, and Sensitivity to students’ cultures) engaged in significantly more proactive behavior management and had greater stude…”
Background
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
