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Leadership for Career & Technical Ed...

Witmer, Gerald P., Jr.

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Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement./
Author:	Witmer, Gerald P., Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810048
ISBN:	9781392008966

Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement.
Witmer, Gerald P., Jr.

Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 153 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--Alvernia University, 2019.

This item must not be added to any third party search indexes.

This study demonstrates the impact of instructional coaching initiatives on the NOCTI (formerly known as the National Occupational Competency Testing Institute) assessment outcomes of students enrolled in career and technical education (CTE) programs in Pennsylvania. The researcher answered two questions using quantitative analysis, resulting in three individual tests. The two questions are: what impact does instructional coaching have on NOCTI assessment outcomes for CTE students in Pennsylvania and what impact does percentage percent of time an instructional coach spends helping CTE teachers to integrate academic content into technical curriculum and to improve instructional pedagogy have on NOCTI assessment outcomes for students? Two independent sample t-tests were used by the researcher to answer the first question. The first test evaluated the difference between the means of annual NOCTI scores from 2006-2016 for two independent groups of students. These two groups were comprised of students attending schools with and schools without instructional coaches. The second test evaluated the difference between the NOCTI outcome scores of these same students during the three years prior to the implementation of coaching and the three years after the implementation of coaching. A paired sample t-test addressed the second question by evaluating the mean difference between NOCTI outcomes of students based upon the percent of time an instructional coach directly assisted CTE teachers with the integration of academic content into the technical curriculum and improving instructional pedagogy. Results of the study provide evidence to support the integration of instructional coaching in the CTE classroom as an effective school improvement strategy through the improvement of NOCTI assessment results of students.

ISBN: 9781392008966Subjects--Topical Terms:

526425
Educational evaluation.

Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement.
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245 1 0 $a Leadership for Career & Technical Education Improvement: The Relationship Between Instructional Coaching and Student Achievement.
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300 $a 153 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Dougherty, Margaret A.
502 $a Thesis (Ph.D.)--Alvernia University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This study demonstrates the impact of instructional coaching initiatives on the NOCTI (formerly known as the National Occupational Competency Testing Institute) assessment outcomes of students enrolled in career and technical education (CTE) programs in Pennsylvania. The researcher answered two questions using quantitative analysis, resulting in three individual tests. The two questions are: what impact does instructional coaching have on NOCTI assessment outcomes for CTE students in Pennsylvania and what impact does percentage percent of time an instructional coach spends helping CTE teachers to integrate academic content into technical curriculum and to improve instructional pedagogy have on NOCTI assessment outcomes for students? Two independent sample t-tests were used by the researcher to answer the first question. The first test evaluated the difference between the means of annual NOCTI scores from 2006-2016 for two independent groups of students. These two groups were comprised of students attending schools with and schools without instructional coaches. The second test evaluated the difference between the NOCTI outcome scores of these same students during the three years prior to the implementation of coaching and the three years after the implementation of coaching. A paired sample t-test addressed the second question by evaluating the mean difference between NOCTI outcomes of students based upon the percent of time an instructional coach directly assisted CTE teachers with the integration of academic content into the technical curriculum and improving instructional pedagogy. Results of the study provide evidence to support the integration of instructional coaching in the CTE classroom as an effective school improvement strategy through the improvement of NOCTI assessment results of students.
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