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Bridging the implementation gap in urban schools

Descriptive

TitleInfo
Title
Bridging the implementation gap in urban schools
SubTitle
evaluating a coaching model to support high quality restorative circles
Name (type = personal)
NamePart (type = family)
Green
NamePart (type = given)
Clarissa
NamePart (type = date)
1987-
DisplayForm
Clarissa Green
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Gregory
NamePart (type = given)
Anne
DisplayForm
Anne Gregory
Affiliation
Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa
DisplayForm
Elisa Shernoff
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
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
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2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The current study introduced Restore360, a coaching model that holds promise for the implementation of restorative circles. Restore360 draws from and integrates features of effective coaching models that support the implementation of evidence-based practices in schools. The core characteristics of Restore360 are a) a strong focus on teacher-coach collaboration, b) an emphasis on teacher strengths, c) the use of performance feedback, d) teacher access to sustained coaching over the course of a school year, and e) the use of a structured observational tool, RP-Observe. The current study examined the acceptability, feasibility, and responsiveness of Restore360, as well the coaching model’s promise for improving the quality of restorative circles. Coaches (N = 3) worked with teachers (N = 6) in three urban middle and high schools during a 1-year intervention. A mixed method design was utilized to test the study’s hypotheses. Quantitative (e.g., surveys, RP-Observe) and qualitative data (e.g., semi-structured interviews) were collected concurrently and the results were triangulated for interpretation purposes. Results suggested that coaches and teachers found Restore360 to be acceptable and responsive to differentiated student needs, including gender, race/ethnicity, achievement level, and children with special needs. Teachers and coaches reflected positively on teacher and student development throughout the coaching experience. However, the study did not find Restore360 to have adequate feasibility. Future directions and implications for adoption of the model 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_8243
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (iv, 94 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Educational change
Note (type = statement of responsibility)
by Clarissa Green
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/T3Q243DF
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Green
GivenName
Clarissa
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-06-28 14:43:28
AssociatedEntity
Name
Clarissa Green
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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2017-06-28T11:43:56
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2017-06-28T11:43:56
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