Coaching to Improve Teacher Instruction and Behavior Management in a High Poverty School: A Case Study

Autor/inn/en	Reddy, Linda A.; Shernoff, Elisa; Lekwa, Adam; Matthews, Christian; Davis, William; Dudek, Christopher M.
Titel	Coaching to Improve Teacher Instruction and Behavior Management in a High Poverty School: A Case Study
Quelle	In: School Psychology, 34 (2019) 1, S.14-21 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000302
Schlagwörter	Learner Engagement; Teacher Student Relationship; Case Studies; Classroom Techniques; Coaching (Performance); Poverty; Disadvantaged Schools; Evidence Based Practice; Instructional Improvement; Student Behavior; Feedback (Response); Academic Achievement; Grade 3; Elementary School Students; Elementary School Teachers; Models + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Klassenführung; Armut; Unterrichtsqualität; Student behaviour; Schülerverhalten; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analogiemodell
Abstract	This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, 0.56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., [sigma] recommended frequency-observed frequency]; effect sizes of -1.21, -1.77). Improvements in student academic engagement (effect size of 2.55) and teacher reported instructional support were also found. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06