A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes

Reddy, Linda A.; Shernoff, Elisa S.; Lekwa, Adam J.

doi:10.1016/j.jsp.2021.04.001

Cited by 23 publications

(19 citation statements)

References 68 publications

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“…This study used baseline data from a randomized control trial study conducted by Reddy et al (2021) investigating the Classroom Strategies Coaching (CSC) model effectiveness in 14 low income K-5th grade schools in an urban school district (Northeast). The randomized control trial study participants included 2195 students and 106 elementary school teachers.…”

Section: Participantsmentioning

confidence: 99%

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Elliott

Reddy

Lekwa

et al. 2023

Psychology in the Schools

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The current study examined teacher competence and contextual factors associated with teacher‐reported stress in low‐income urban elementary schools. Using a sample of 106K‐5th grade teachers from 14 low‐income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher‐reported stress, perceived instrumental and emotional supports, class‐wide student academic performance, and behavioral functioning were examined. Teacher‐reported stress was significantly related to perceived emotional support, instrumental support, class‐wide student academic performance, and class‐wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class‐wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class‐wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed.

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Section: Participantsmentioning

confidence: 99%

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Elliott

Reddy

Lekwa

et al. 2023

Psychology in the Schools

Self Cite

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show abstract

“…Yet, uncertainty remains as to whether and how teachers' emotions relate to their instructional management practices, although current findings indicate that teachers express especially high levels of negative emotion when they perceive students as exerting poor academic effort in response to their instructional practices (Butler, 1994). Relatedly, teachers' positive emotion is associated positively with students' overall attitudes about school and their motivation for learning (Moskowitz & Dewaele, 2021). Despite these findings, there is a further need to better understand whether teachers' emotions intersect with their instructional classroom management practices to predict young students' social‐emotional and behavioral outcomes.…”

Section: Teachers' Classroom Management Practices and Students' Socia...mentioning

confidence: 99%

“…Teachers' skill in using both behavioral and instructional classroom management practices is critically important to the creation and maintenance of a positive learning environment (Cameron et al, 2008; Reddy et al, 2021). Yet, uncertainty remains as to whether and how teachers' emotions relate to their instructional management practices, although current findings indicate that teachers express especially high levels of negative emotion when they perceive students as exerting poor academic effort in response to their instructional practices (Butler, 1994).…”

Section: Teachers' Classroom Management Practices and Students' Socia...mentioning

confidence: 99%

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

Πούλου

Garner

Bassett

2021

Psychology in the Schools

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Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted young students' social competence and was inversely related to negative child outcomes, irrespective of teachers' behavioral and instructional classroom management practices. In contrast, teachers' negative emotional expressiveness positively predicted students' anger/aggression, but only when teachers reported using controlling and teacher‐centered approaches to classroom behavioral management. At the same time, teachers' negative expressiveness predicted low levels of student anger/aggression when teachers reported more child‐centered instructional management approaches. Findings contribute to the understanding of the intersection of teachers' expressiveness and their classroom management practices for explaining children's social‐emotional and behavioral competence in early childhood classrooms.

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“…Within education policy landscapes, teacher professionalism and accountability are often discussed in light of how specific teacher practices and particular behaviours seek to improve student learning and increase a range of student outcomes (Burroughs et al, 2019; Reddy et al, 2021). Given that teachers have been asked to continually integrate assessment in their practices it is understandable that researchers within this space have attempted to conceptualise and operationalise teachers’ practices.…”

Section: Introductionmentioning

confidence: 99%

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Brown,

Barnes,

Finefter-Rosenbluh

2023

Australian Journal of Education

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Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.

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A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes

Cited by 23 publications

References 68 publications

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

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