Date of Award
8-2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Member
Antonis Katsiyannis, Committee Chair
Committee Member
Ryan B Joseph
Committee Member
Shanna E Hirsch
Committee Member
Denise K Whitford
Abstract
Student misbehavior in the classroom results in lost teaching and learning time critical to positive outcomes for students at-risk for behavioral difficulties. Recent research has indicated coaching teachers in classroom management, in addition to quality professional development, increases teacher use of new classroom management practices and implementation fidelity. The current study examined the use of school-based coaches to support five teachers' implementation of opportunities to respond as a classroom management practice as well as student outcomes for five target students at-risk for behavior problems in the classroom. Results showed that school-based coaches were able to increase teacher use of opportunities to respond and students' academic engagement, but little impact was observed on student disruptions. Implications for practice and research are provided.
Recommended Citation
Counts, Jennifer M., "Investigating the Effects of School-Based Coaching on Teachers' Presentation of Opportunities to Respond" (2019). All Dissertations. 2453.
https://tigerprints.clemson.edu/all_dissertations/2453