Fabiano Gregory A, Reddy Linda A, Dudek Christopher M
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Graduate School of Applied and Professional Psychology, Rutgers University, State University of New Jersey.
Sch Psychol Q. 2018 Jun;33(2):293-304. doi: 10.1037/spq0000223. Epub 2018 Apr 9.
The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record
本研究是一项等待名单对照的随机研究，旨在调查一种教师辅导方法，该方法强调形成性评估和视觉表现反馈，以改进小学教师的课堂教学实践。辅导模式以课堂策略评估系统（CSAS）观察者版和教师版所衡量的教学及行为管理实践为目标。样本包括89名普通教育教师，按年级分层，并随机分配到两种情况之一：（a）即时辅导，或（b）等待名单对照。结果表明，相对于等待名单对照，即时辅导组的教师在行为管理策略使用的观察方面有显著更大的改善，但在教学策略使用的观察方面没有。在评估后，观察者和教师完成的行为管理策略使用评分在两个评分者中都有显著提高；教学策略使用评分在教师中显著提高，但观察者评分没有。一次简短的辅导干预改善了教师对观察到的行为管理策略的使用以及自我报告的行为管理和教学策略的使用。（PsycINFO数据库记录
