Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Autor/inn/en	Reddy, Linda A.; Lekwa, Adam; Shernoff, Elisa
Titel	Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools
Quelle	In: Journal of Learning Disabilities, 54 (2021) 1, S.36-53 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reddy, Linda A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420970194
Schlagwörter	Coaching (Performance); Teacher Competencies; Special Education Teachers; Elementary School Teachers; Poverty; Disadvantaged Schools; Urban Schools; Feedback (Response); Needs Assessment; Goal Orientation; Progress Monitoring; Evidence Based Practice; Behavior Modification; Intervention; Program Effectiveness; Teacher Characteristics; Positive Reinforcement; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bedarfsermittlung; Zielorientierung; Zielvorstellung; Behaviour modification; Verhaltensänderung; Lehrerverhalten
Abstract	Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers (p = 0.04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01