Teacher Coaching Supported by Formative Assessment for Improving Classroom Practices

被引:39
作者
Fabiano, Gregory A. [1 ]
Reddy, Linda A. [2 ]
Dudek, Christopher M. [2 ]
机构
[1] SUNY Buffalo, Dept Counseling Sch & Educ Psychol, New York, NY USA
[2] Rutgers Univ State Univ New Jersey, Grad Sch Appl & Profess Psychol, New Brunswick, NJ USA
关键词
teacher classroom practices; coaching; teacher formative assessment; behavior management; instruction; STRATEGIES SCALE; PERFORMANCE FEEDBACK; CONCURRENT VALIDITY; CONSTRUCT-VALIDITY; ACADEMIC REQUESTS; BEHAVIOR; PRAISE; OPPORTUNITIES; RESPOND; STUDENTS;
D O I
10.1037/spq0000223
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies.
引用
收藏
页码:293 / 304
页数:12
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