Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study-Reference-Cited by-同舟云学术

Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study

Published:2018-06-01 Issue:2 Volume:47 Page:118-134
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

Bradshaw Catherine P.¹,Pas Elise T.²,Bottiani Jessika H.¹,Debnam Katrina J.¹,Reinke Wendy M.¹,Herman Keith C.³,Rosenberg Michael S.⁴

Affiliation:

1. University of Virginia

2. Johns Hopkins University

3. University of Missouri

4. SUNY New Paltz

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.17105/SPR-2017-0119.V47-2

Reference64 articles.

1. A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems.

2. Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

3. Bottiani, J. H., Lindstrom Johnson, S., Debnam, K. J. & Bradshaw, C. (2018).School engagement, safety, and environment in multilevel perspective: convergence and divergence in independently observed and student-reported measures of school climate. Oral presentation at the Societyfor Research on Adolescence. Biennual Meeting, Minneapolis, MN.

4. The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.

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