Effects of Coach-delivered Prompting and Performance Feedback on Teacher Use of Evidence-based Classroom Management Practices and Student Behavior Outcomes
| dc.contributor.advisor | Horner, Robert | |
| dc.contributor.author | Massar, Michelle | |
| dc.date.accessioned | 2018-04-10T15:01:10Z | |
| dc.date.available | 2018-04-10T15:01:10Z | |
| dc.date.issued | 2018-04-10 | |
| dc.description.abstract | Schools across the country are dedicating significant resources to the selection, adoption, and durable implementation of evidence-based practices (EBPs); however, the research-to-practice gap remains a significant challenge facing education today (DuFour & Mattos, 2013). Coaching is one of the implementation variables most consistently cited for improving the high-fidelity adoption of new practices. This study used two concurrent multiple baseline, single-case designs across participants with counterbalanced intervention phases to examine the effects of coaching on teachers’ use of evidence-based, class-wide behavior management practices. Specifically, the study examined the extent to which a functional relation exists between (a) coach-delivered prompting, (b) coach-delivered performance feedback, and (c) the interaction effects of coach-delivered prompting with performance feedback and an increase in teachers’ use of evidence-based classroom management practices and a decrease in class-wide disruptive behavior. Results indicate that coach-delivered prompting and performance feedback is functionally related to an increase in teacher use of evidence-based classroom management practices and a reduction in classroom disruption; however, no additional effects were observed when prompting and performance feedback were delivered together. Potential contributions of the study are discussed in terms of establishing a more nuanced understanding of the active ingredients of effective coaching to support the selection, training, evaluation, and ongoing support of coaches in K-12 educational settings. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/23123 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | Classroom management | en_US |
| dc.subject | Coaching | en_US |
| dc.subject | Evidence-based practices | en_US |
| dc.subject | Implementation | en_US |
| dc.title | Effects of Coach-delivered Prompting and Performance Feedback on Teacher Use of Evidence-based Classroom Management Practices and Student Behavior Outcomes | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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