Methods: Conducting secondary data analysis of classroom videos from the Measures of Effective Teaching project, a team of seven graduate students, including the PI, analyzed 66 video classrooms to develop a coding scheme. Of the 66 classrooms, 66% of teachers were White, 20% were Black, 14% were Latinx, and 1% identified as Other. Classrooms were balanced between high (>60%), medium (40-60%), and low (<40%) proportions of students of color: 37%-high; 32%-medium, 32%-low. Our goal was to determine the feasibility of documenting discrete behaviors with different implications for students’ experiences. We accomplished this by seeking a holistic understanding of classroom enactment of bias through meticulous field notes while viewing this purposively selected set of classroom videos. We met regularly to discuss our descriptive notes (e.g., triggers, events, and responses) that unfolded in the classroom. Guided by our field notes, and existing literature, we developed a multidimensional observational coding strategy.
Results: We developed an event-level set of behavioral codes to capture the proportion of specific classroom management behaviors: (1) Positive Reinforcement; (2) Negative Reinforcement; and (3) Problematic Classroom Management.
Conclusions: Our coding scheme codifies observable behaviors from teachers and what they look like and, in turn, sheds light on operational teacher practices to first measure implicit bias so as to effectively disrupt it. Implications for use of this coding scheme to support educator-focused intervention efforts are discussed (e.g., behavioral feedback; teacher training; professional development).