Date of Award
Doctor of Philosophy (PhD)
Teaching and Learning
Antonis Katsiyannis, Committee Chair
Ryan B Joseph
Shanna E Hirsch
Denise K Whitford
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.
Counts, Jennifer M., "Investigating the Effects of School-Based Coaching on Teachers' Presentation of Opportunities to Respond" (2019). All Dissertations. 2453.