Investigating the Effects of School-Based Coaching on Teachers' Presentation of Opportunities to Respond
Year: 2019
Type: dissertation
Abstract: Student misbehavior in the classroom results in lost teaching and learning time critical to positive outcomes for students at-risk for behavioral difficulties. Recent research has indicated coaching teachers in classroom management, in addition to quality professional development, increases teacher use of new classroom management practices and implementation fidelity. The current study examined the use of school-based coaches to support five teachers' implementation of opportunities to respond as a classroom management practice as well as student outcomes for five target students at-risk for behavior problems in the classroom. Results showed that school-based coaches were able to increase teacher use of opportunities to respond and students' academic engagement, but little impact was observed on student disruptions. Implications for practice and research are provided.
Source: TigerPrints (Clemson University)
Author: Jennifer Counts
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2999117080