Effects of Coaching on Teachers’ Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies

Bethune, Keri S.

doi:10.1177/1098300716680095

Cited by 14 publications

(13 citation statements)

References 18 publications

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“…A single plan workshop in this context is a workshop that is tailored to meet the needs of the school. A recommendation made by Buthane (2017) is to incorporate teacher training that covers system changes, principles of management, application of research-validated instruction, and management practices.…”

Section: Rationalementioning

confidence: 99%

“…The term structured in this context refers to limiting the ways teachers have discussions among each other regarding the learning process that takes place in the classroom. Buthane (2017) also suggests maximizing structure as a common approach to the demonstration of evidence-based classroom practice. A structured environment can lead to higher student achievement, positive academic outcomes and high levels of student engagement.…”

Section: Student Learning Outcomes (Slo) and Learning Targetsmentioning

confidence: 99%

“…A targeted workshop becomes important because knowing what changes are taking place in the intended program is largely due to the implementation of an assessment cycle (Buthane, 2017). Furthermore, an assessment cycle included aligning learning outcomes with an assessment component and the assessment can be any form of instrumentation.…”

Section: Assessment Cyclementioning

confidence: 99%

“…Assessment data can facilitate the program's outcome by pinpointing details of the program each step of the way. Assessment data is important because it helps educators determine whether they are accomplishing the desired learning outcomes, data helps determine the level at which students are performing, and to answer questions from stakeholders (Buthane, 2017). Successful analysis of assessment data can lead to a high levels of implementation fidelity.…”

Section: Assessment Cyclementioning

confidence: 99%

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Fidelity First in Middle School Reading Programs

Gonzalez¹,

McCraney²,

Panesar-Aguilar³

et al. 2020

WJE

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Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.

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Section: Rationalementioning

confidence: 99%

Section: Student Learning Outcomes (Slo) and Learning Targetsmentioning

confidence: 99%

Section: Assessment Cyclementioning

confidence: 99%

Section: Assessment Cyclementioning

confidence: 99%

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Fidelity First in Middle School Reading Programs

Gonzalez¹,

McCraney²,

Panesar-Aguilar³

et al. 2020

WJE

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“…Coaching has also shown promise in improving implementation delity of classroom-based interventions [24]. Side-by-side coaching during class group instruction improved teachers' implementation delity [29]. Web-based coaching interventions improved teachers' suboptimal implementation behavior [30].…”

Section: Factors In Uencing Implementation Delity Of Ebis In School Smentioning

confidence: 99%

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Wang¹,

Deveaux²,

Cottrell³

et al. 2020

Preprint

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Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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