Using Coaching with Video Analysis to Improve Teachers’ Classroom Management Practices: Methods to Increase Implementation Fidelity
Candace Lane, Oklahoma State University, United States ; Leslie Neely, Felicia Castro-Villarreal, Victor Villarreal, University of Texas at San Antonio, United States
Journal of Technology and Teacher Education Volume 28, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Coaching with embedded video-analysis is a method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in positive behavior interventions and supports (PBIS) grows and more students with severe and challenging behavior are educated in general education classrooms, coaching with video-analysis may be useful to improve implementation fidelity and sustainability of evidence-based classroom management practices. In the present study, two previously trained teachers (coaches) taught six other teachers (trainees) to implement culturally responsive PBIS (CR-PBIS) utilizing coaching with video-analysis. All coaches demonstrated excellent procedural fidelity and trainees improved their use and implementation of CR-PBIS practices from baseline. Coaching with video-analysis increased implementation of evidence-based classroom management practices. Implications for teachers and effective coaching practices related to the use of technology to assist with feasibility and sustainability over time are discussed.
Lane, C., Neely, L., Castro-Villarreal, F. & Villarreal, V. (2020). Using Coaching with Video Analysis to Improve Teachers’ Classroom Management Practices: Methods to Increase Implementation Fidelity. Journal of Technology and Teacher Education, 28(3), 543-569. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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