Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study
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, v47 n2 p118-134. Retrieved from: https://eric.ed.gov/?id=EJ1181996
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examining158Teachers, gradesK-8
Single Study Review
Review Details
Reviewed: May 2021
- Single Study Review (findings for Teacher coaching)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
ASSIST tallies of student noncooperation |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
|
ASSIST Global Rating: Student Cooperation |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
|
ASSIST Global Rating: Student Social Disruptions |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
|
ASSIST tallies of student disruption |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Office Disciplinary Referrals |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Office Disciplinary Referrals |
Teacher coaching vs. Business as usual |
0 Days |
Black;
|
N/A |
N/A |
Yes |
-- | ||
|
Office Disciplinary Referrals |
Teacher coaching vs. Business as usual |
0 Days |
White;
|
N/A |
N/A |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
ASSIST Global Rating: Teacher Proactive Behavior Management |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
Yes |
|
|
|
ASSIST Global Rating: Teacher Responsiveness |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST Global Rating: Teacher Direction & Influence |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST Global Rating: Culturally Responsive Practices |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST Global Rating: Meaningful Participation |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST tallies of opportunities to respond |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST tallies of proactive behavioral management |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST tallies of approval |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
ASSIST tallies of disapproval |
Teacher coaching vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 85%
Male: 15% -
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Maryland
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Race Black 12% Other or unknown 13% White 75%
Study Details
Setting
The study was conducted in 12 schools (6 elementary, 6 middle) located in one school district in Maryland.
Study sample
The majority of teachers were middle school teachers. They were mostly female (85%) and white (75%), with 12% reporting their race as black.
Intervention Group
The Double Check intervention includes three core components: (a) School-wide positive behavioral interventions and supports; (b) professional development trainings addressing culturally responsive practices; and (c) individual classroom coaching using an adapted version of the Classroom Check-Up (CCU), which utilized structured problem-solving to facilitate changes in teacher practices. All 12 schools in the study received the first two components of the Double Check intervention. Only intervention teachers received the third component, coaching. The coach and teacher go through five steps, with a focus on culturally responsive practices. The steps include: (a) rapport building; (b) data collection to assess teachers’ perceptions and classroom observations of their use of targeted classroom management and culturally responsive strategies; (c) feedback to the teacher regarding strength and weakness; (d) collaborative goal setting of the adoption or increased use of a specific strategy; and (e) implementation with progress monitoring and follow-up feedback from the coach. Coaching was provided by four trained coaches, who averaged 9 hours over 10 separate contacts spent with the teachers who were coached.
Comparison Group
All 12 participating schools received the first two Double Check intervention components: (a) School-wide positive behavioral interventions and supports and (b) professional development trainings addressing culturally responsive practices. Teachers in this condition did not receive the coaching component.
Support for implementation
Training for teachers and other school staff was provided for the school-wide positive behavioral interventions and supports and professional development addressing culturally responsive practices.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
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Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
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as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).