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Direct linkElliott, Amanda; Reddy, Linda A.; Lekwa, Adam J.; Fingerhut, Joelle – Psychology in the Schools, 2024
The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress,…
Descriptors: Stress Variables, Teaching Conditions, Disadvantaged Schools, Urban Schools
Kurz, Alexander; Reddy, Linda A.; Kettler, Ryan J.; Glover, Todd A.; Velasquez, Meghan K.; Kirtman, Lyle – Professional Development in Education, 2022
Instructional coaches are increasingly used to deliver job-embedded professional development for educators despite limited evidence-based models and assessment-driven resources to guide implementation. While researchers in vocational psychology have validated measures for job selection that can guide training; development and validation of…
Descriptors: Coaching (Performance), Faculty Development, Teacher Attitudes, Instructional Effectiveness
Download full textKettler, Ryan J.; Reddy, Linda A. – Assessment for Effective Intervention, 2019
The Framework for Teaching (FFT) is one of the most widely used observational systems for evaluating teacher effectiveness and driving professional development conversations in schools. This study contrasts reliability and validity evidence relevant to the FFT as traditionally scored with evidence relevant to a composite scoring approach that…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Feedback (Response), Scoring
Reddy, Linda A.; Lekwa, Adam; Shernoff, Elisa – Journal of Learning Disabilities, 2021
Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education…
Descriptors: Coaching (Performance), Teacher Competencies, Special Education Teachers, Elementary School Teachers
Alperin, Alexander; Reddy, Linda A.; Glover, Todd A.; Breeden, Nicole; Dudek, Christopher; Regan, Patrick – Grantee Submission, 2020
Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals' skills in identifying…
Descriptors: Coaching (Performance), Grade 1, Elementary School Students, Young Children
Reddy, Linda A.; Shernoff, Elisa; Lekwa, Adam; Matthews, Christian; Davis, William; Dudek, Christopher M. – School Psychology, 2019
This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in…
Descriptors: Learner Engagement, Teacher Student Relationship, Case Studies, Classroom Techniques
Lekwa, Adam J.; Reddy, Linda A.; Dudek, Christopher M.; Hua, Anh N. – School Psychology, 2019
We examined the degree to which assessment of teachers' instructional and behavior management practices, as measured by the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014), relates to gains in student achievement as measured by the Measures of Academic Progress (Northwest Evaluation Association [NWEA], 2011). Two-level…
Descriptors: Achievement Gains, Teacher Evaluation, Urban Schools, Achievement Tests
