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Pilot version of the iCoach assessment system

Descriptive

TitleInfo
Title
Pilot version of the iCoach assessment system
SubTitle
a preliminary investigation of psychometric properties
Name (type = personal)
NamePart (type = family)
Alperin
NamePart (type = given)
Alexander
NamePart (type = date)
1986-
DisplayForm
Alexander Alperin
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Reddy
NamePart (type = given)
Linda
DisplayForm
Linda Reddy
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2017
DateOther (qualifier = exact); (type = degree)
2017-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Research on assessment instruments designed to formatively evaluate instructional coaches is sparse. Twenty-six assessments that evaluate the performance of instructional coaches were found through two comprehensive searches (i.e., internet search and literature search) and only one of these assessments (i.e., Lane, Robbins, & Price, 2013) appears to have supporting psychometric evidence in a peer-reviewed publication. This study presents initial validity evidence of the iCoach Assessment System (Reddy, Glover, Elliott, & Kurz, 2016), an on-line, multi-rater, research-based tool for evaluating instructional coaches’ competency level and implementation skill. Analyses of data from 114 participants (105 teachers and 9 instructional coaches) were conducted to examine the initial reliability and validity of the iCoach Assessment System scales (scales: Quality Instruction, Behavior Management, and Responsive Learning Communities). The iCoach Scales were hypothesized to have three common factors: (1) Goal Formulation Skills, (2) Implementation Support Skills, and (3) Evaluation Skills, which encompass six coaching actions (coaching actions: identifying needs and resources, setting goals, designing implementation plans, modeling implementation steps, providing performance feedback, and evaluating implementation and goal attainment). Results revealed that the pilot version of the iCoach Scales and hypothesized factors yielded acceptable internal consistency estimates, item-to-total correlations, and freedom from item bias with teacher demographics (i.e., age, year of experience, and degree). Principal components analyses (with varimax rotation) suggested that each iCoach Scale yielded multiple factors. Implications for research and practice are discussed.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7508
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (v, 56 p.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Teacher effectiveness
Note (type = statement of responsibility)
by Alexander Alperin
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T33R0WXG
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Alperin
GivenName
Alexander
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-08-22 13:47:23
AssociatedEntity
Name
Alexander Alperin
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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windows xp
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2016-08-22T13:41:17
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2016-08-22T13:41:17
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Microsoft® Word 2010
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