Abstract

The study examined the effects of multilevel coaching on three elementary general education teachers’ implementation fidelity of culturally responsive social skill instruction and on three African American students’ classroom behaviors. After receiving initial professional development training on integrating culturally responsive social skill instruction into daily curriculum, the teacher participants received coaching supports based on their performance data. The researchers assessed teachers’ implementation fidelity using an evaluation rubric that addressed both lesson plan development and lesson plan implementation, and evaluated students’ behaviors through classroom observations using a single-case multiple probe across teacher-student dyads design. Results of the study showed that all teachers improved their implementation fidelity during the coaching condition. All students substantially reduced the levels of noncompliance with classroom rules after teachers received coaching supports.

摘要

该研究考察了多级教练对三名基础通识教育教师实施具有文化响应性的社会技能指导的忠诚度以及对三名非洲裔美国学生课堂行为的影响。在接受了将文化响应性社交技能指导纳入日常课程的初始专业发展培训后，教师参与者根据他们的绩效数据获得了指导支持。研究人员使用评估原则来评估教师的执行保真度，该评估原则既针对课程计划的制定又针对课程计划的执行，并通过课堂观察的方式，采用跨师生二元设计的单例多重探针，评估学生的行为。研究结果表明，所有教师在教练执教期间均提高了执行保真度。在老师获得辅导支持后，所有学生都大大减少了不遵守课堂规则的情况。