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.
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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
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“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
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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
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(2011) · Choice Reviews Online · doi:10.5860/choice.48-2812 · Cited by 3,113
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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
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
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