Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management

Autor/inn/en	Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.
Titel	Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
Quelle	In: Education and Treatment of Children, 39 (2016) 4, S.467-491 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Culturally Relevant Education; Teaching Methods; Minority Group Students; Discipline Problems; Behavior Problems; Emotional Disturbances; Coaching (Performance); Faculty Development; Special Education; Disproportionate Representation; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Surveys; Program Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Survey; Umfrage; Befragung
Abstract	Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is one way to support teachers' development of such culturally responsive classroom management strategies; however, there is limited research on the implementation and teacher-perceived acceptability of coaching, both broadly and for this specific skill set. In this article, we focus on the adaptation of the Classroom Check-Up (CCU) coaching model for addressing culturally responsive classroom management strategies; we discuss issues related to the implementation dosage, fidelity, feasibility, and acceptability of the CCU model. Specifically, data from 146 coached teachers are included and summarize how coaches spent their time, the fidelity to the coaching model, and acceptability and feasibility of the CCU model. Findings indicated that the CCU required about 3 hours of active teacher participation. Coaches spent a substantial amount of time collecting data in the classroom as well as building relationships and trust within the schools to facilitate uptake. The results suggested that coaches implemented the model as intended and that the time required of teachers is relatively modest. Teachers provided positive feedback about four domains of the coaching, indicating the acceptability and feasibility of this adapted version of the CCU. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01