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Implementation of teacher instructional coaching in high-poverty settings: case study analysis
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Beaumont, Nalin Lee. Implementation of teacher instructional coaching in high-poverty settings: case study analysis. Retrieved from https://doi.org/doi:10.7282/t3-byxs-5831

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TitleImplementation of teacher instructional coaching in high-poverty settings: case study analysis
NameBeaumont, Nalin Lee (author); Lekwa, Adam (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-05 (degree)
SubjectPsychology, Evidence-based strategies, Formative assessment, Teacher coaching
Extent1 online resource (viii, 78 pages)
DescriptionThe current case study offers an in-depth case study analysis of the processes of an innovative instructional coaching, Classroom Strategies Coaching (CSC) Model for two teacher cases selected from a larger randomized, controlled trial (Reddy, Shernoff, & Lekwa, 2021) in New Jersey. A central component to the CSC intervention was the use of teacher formative assessment to inform coaching decisions and support actions for improving teacher evidence-based instructional and classroom practices in elementary school. Findings revealed increased use of Concept Summaries (single subject effect sizes of 10.56, 8.16; reliable change indices of 2.49, 3.82) and Academic Praise (single subject effect sizes of 3.07, 3.36), as well as improvements in the quality of Academic Performance Feedback (single subject effect sizes of -1.77, -4.93) for both teachers. Additionally, one teacher exhibited higher quality use of Behavior Praise (single subject effect size of -3.07; reliable change index of -2.08) and Behavior Corrective Feedback (single subject effect size of -16.20; reliable change index of -3.39). In terms of teacher perceptions of support, one teacher rated improvements instrumental support (single subject effect size of 1.56; reliable change index of 3.91) while both teachers rated improvements in emotional support (single subject effect sizes of 6.55, 0.96; reliable change indices of 19.00, 2.78). Improvement in the area of stress support was also revealed (single subject effect size of -0.26), as well as increased student academic engagement (single subject effect size of 1.34) for one teacher at post-intervention. Overall results suggest the CSC Model is a viable means of professional development for high-poverty elementary schools.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-byxs-5831
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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