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Effects of an MTSS-B Intervention on Student and Staff Perceptions of School Climate: Findings from Two Group Randomized Trials
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Sarah Lindstrom Johnson; Elise T. Pas; Katrina Debnam; Chelsea Kaihoi; Catherine P. Bradshaw – School Psychology Review, 2024
This paper presents the findings from two school-level randomized controlled effectiveness trials of a multitiered systems of support for behavior (MTSS-B) framework on student and staff reported school climate outcomes in 98 secondary schools. Schools randomized to the intervention condition received training and coaching to support Tier 1…
Descriptors: Environment, Multi Tiered Systems of Support, Student Attitudes, School Safety
Is It More Effective or Efficient to Coach Teachers in Pairs or Individually?: A Comparison of Teacher and Student Outcomes and Coaching Costs
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Elise T. Pas; Chelsea A. K. Duran; Katrina J. Debnam; Catherine P. Bradshaw – Grantee Submission, 2022
A growing body of research documents the positive impacts of teacher coaching, but research contrasting the effectiveness of different coaching approaches is limited. This study contrasted paired coaching -- delivered to two teachers simultaneously -- with traditional coaching for individual in-service teachers. We examined the effects of these…
Descriptors: Program Effectiveness, Efficiency, Coaching (Performance), Cooperative Learning
Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
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Elise T. Pas; Kristine Larson; Wendy Reinke; Keith Herman; Catherine P. Bradshaw – Grantee Submission, 2016
Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…
Descriptors: Culturally Relevant Education, Teaching Methods, Minority Group Students, Discipline Problems
Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Elise T. Pas; Kristine E. Larson; Wendy M. Reinke; Keith C. Herman; Catherine P. Bradshaw – Education and Treatment of Children, 2016
Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…
Descriptors: Culturally Relevant Education, Teaching Methods, Minority Group Students, Discipline Problems