TY - JOUR
T1 - Implementation and acceptability of an adapted classroom check-up coaching model to promote culturally responsive classroom management
AU - Pas, Elise T.
AU - Larson, Kristine E.
AU - Reinke, Wendy M.
AU - Herman, Keith C.
AU - Bradshaw, Catherine P.
N1 - Funding Information:
We thank Michael Rosenberg, Katrina Debnam, Jessika Bottiani, Sandra Hardee, and Lana Bates for their assistance in developing the Double Check framework and their contributions to this project.Support for this project comes from the U.S. Department of Education, Institute of Education Sciences (R324A110107, R305A150221, R305A130701), and the Spencer Foundation.
Publisher Copyright:
© 2016, West Virginia University Press. All rights reserved.
PY - 2016/11
Y1 - 2016/11
N2 - 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.
AB - 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.
KW - Adapted classroom check-up
KW - Coaching
KW - Disproportionality
KW - Feasibility
KW - Special education referrals
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U2 - 10.1353/etc.2016.0021
DO - 10.1353/etc.2016.0021
M3 - Article
AN - SCOPUS:84991677320
SN - 0748-8491
VL - 39
SP - 467
EP - 492
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 4
ER -