Abstract
This study explored the association between coaching and the implementation of the Good Behavior Game (GBG) by 129 urban elementary school teachers. Analyses involving longitudinal data on coaching and teacher implementation quality indicated that coaches strategically varied their use of coaching strategies (e.g., modeling, delivery) based on teacher implementation quality and provided additional support to teachers with low implementation quality. Findings suggest that coaching was associated with improved implementation quality of the GBG. This work lays the foundation for future research examining ways to enhance coach decision-making about teacher implementation.
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Acknowledgments
This research was supported in part by Grants from the Institute of Education Sciences [R305A080326] and the National Institute of Mental Health [P30 MH08643, T32 MH18834]. The authors wish to acknowledge the contributions of the coaches who participated in this project: Sandra Hardee, Jennifer Keperling, Michael Muempfer, and Kelly Schaffer. The authors also appreciate the invaluable expertise of Drs. Mark Greenberg and Dennis Embry.
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Becker, K.D., Bradshaw, C.P., Domitrovich, C. et al. Coaching Teachers to Improve Implementation of the Good Behavior Game. Adm Policy Ment Health 40, 482–493 (2013). https://doi.org/10.1007/s10488-013-0482-8
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DOI: https://doi.org/10.1007/s10488-013-0482-8