Reddy Linda A, Shernoff Elisa, Lekwa Adam, Matthews Christian, Davis William, Dudek Christopher M
Graduate School of Applied and Professional Psychology.
Sch Psychol Q. 2019 Jan;34(1):14-21. doi: 10.1037/spq0000302. Epub 2018 Dec 17.
This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, .56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i.e., ∑ recommended frequency-observed frequency]; effect sizes of -1.21, -1.77). Improvements in student academic engagement (effect size of 2.55) and teacher reported instructional support were also found. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
本案例研究深入描述了与三年级教师萨拉实施课堂策略辅导（CSC）模式相关的行动和过程。CSC模式使用形成性评估数据来支持教师运用基于证据的教学和行为管理实践。CSC模式在一所高贫困率学校进行了为期8周的实践。研究结果显示，萨拉增加了行为表扬和概念总结的使用（单主题效应量分别为8.49和0.56），并且在学业成绩反馈和行为表扬方面减少了实践调整的需求（通过课堂策略评估系统差异分数衡量，即∑推荐频率 - 观察频率；效应量分别为 -1.21和 -1.77）。还发现学生的学业参与度有所提高（效应量为2.55），并且教师报告的教学支持也有所改善。（《心理学文摘数据库记录》（c）2019美国心理学会，保留所有权利）
