We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.
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2019
This study assessed early adolescent positive and negative affect as long-term predictors of romantic con-flict, anxious and avoidant attachment, romantic and social competence, and relationship satisfaction inadulthood utilizing a longitudinal, multi-informant study of 166 participants assessed annually at ages14–17, and again at ages 23–25. Positive affect in adolescence predicted greater self-rated social compe-tence during late adolescence and greater self-rated romantic competence and less partner-reported hos-tile conflict almost a decade later. Negative affect predicted lower social and romantic competence.Results generally remained significant after controlling for personality traits, providing greater supportfor the hypothesis that affect has a robust, direct relation to romantic development over time.
This study examined early adolescent autonomy and relatedness during disagreements with friends as key social competencies likely to predict academic achievement during the transition to high school and academic attainment into early adulthood. A sample of 184 adolescents was followed through age 29 to assess predictions to academic success from observed autonomy and relatedness during a disagreement task with a close friend. Observed autonomy and relatedness at age 13 predicted relative increases in grade point average (GPA) from 13 to 15, and greater academic attainment by age 29, after accounting for baseline GPA. Findings remained after accounting for peer acceptance, social competence, scholastic competence, externalizing and depressive symptoms, suggesting a key role for autonomy, and relatedness during disagreements in helping adolescents navigate challenges in the transition to high school and beyond.