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Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers

Holdaway, Alex S.
http://orcid.org/0000-0002-8921-7307
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359

Abstract Details

2017, Doctor of Philosophy (PhD), Ohio University, Clinical Psychology (Arts and Sciences).
Teachers routinely report they are under-prepared for the classroom management challenges of the modern classroom and pre-service training programs are an important point of intervention. However, few studies have investigated classroom management training at the pre-service level. The present study compares two different training approaches across a single semester: (1) an internship-as-usual condition that includes mentorship by an in-service teacher and placement in a Pre-K through 3rd grade classroom: or (2) an intensive coaching condition that includes all activities from the internship-as-usual, plus experiential learning, observations, and performance feedback four times throughout the semester. Twenty-four senior undergraduate teacher trainees were randomly assigned to one of the two conditions. Results indicated that, on average, teachers in the intensive coaching condition demonstrated significantly greater improvement in several observed classroom management skills over time (e.g., concept summaries and behavioral praise); and that the magnitude of group differences in endpoint skills was moderate to large for all skills (between group effect sizes ranged from .44 to 1.31) Self-report measures (of knowledge, stress, self-efficacy for teaching, problems solving of classroom management challenges) showed little change over time and minimal group differences. Although both groups were satisfied with their experience, those in the intensive condition reported moderately more growth and satisfaction.
Julie Owens (Advisor)
Psychology; Teacher Education; Teaching
Coaching; Teacher Training; Classroom Management; Instructional Coaching; Behavior Management Coaching; Classroom Strategy Scale; Pre-Service; Student-teacher

Recommended Citations

Citations

  • Holdaway, A. S. (2017). Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359

    APA Style (7th edition)

  • Holdaway, Alex. Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers. 2017. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359.

    MLA Style (8th edition)

  • Holdaway, Alex. "Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers." Doctoral dissertation, Ohio University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359

    Chicago Manual of Style (17th edition)

ohiou1500565483566359
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© 2017, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.