Overview
T. Scott Holcomb is a Postdoctoral Associate in the Trinity College of Arts & Sciences Program in Education at Duke University. His research interests include: educational leadership, rater-mediated assessment, inter-rater reliability, educator effectiveness, and teacher evaluation. Prior to earning his doctorate, Scott was an elementary school teacher (grades 3-5) and a K-5 math/literacy interventionist for over ten years in North Carolina and South Carolina public schools.
Education
Ph.D., University of North Carolina at Charlotte
Ed.S., University of Augusta (GA)
M.A., College of Charleston
B.B.A., James Madison University
Education
Ph.D., University of North Carolina at Charlotte
Ed.S., University of Augusta (GA)
M.A., College of Charleston
B.B.A., James Madison University
Current Appointments & Affiliations
Postdoctoral Associate
Education,
Trinity College of Arts & Sciences
Recent Publications
Lambda coefficient of rater-mediated agreement: Evaluation of an alternative chance-corrected agreement coefficient
Thesis Dissertation · April 19, 2022 In this study, the performance of the Lambda Coefficient of Rater-Mediated Agreement was evaluated with other chance-corrected agreement coefficients. Lambda is grounded in rater-mediated assessment theory and was developed as an alternative to Kappa (Cohe ... Link to item CiteReliability Evidence for the NC Teacher Evaluation Process Using a Variety of Indicators of Inter-Rater Agreement
Journal Article Journal of Educational Supervision · January 1, 2022 In this study, various statistical indexes of agreement were calculated using empirical data from a group of evaluators (n = 45) of early childhood teachers. The group of evaluators rated ten fictitious teacher profiles using the North Carolina Tea ... Full text Open Access CiteFlipped Classrooms in PK-12 Settings: Research Review
Journal Article Voices of Reform · December 29, 2021 Flipped classrooms have received more attention in recent years, primarily with a focus on their wide application in higher education settings. This article focuses on reviewing research on flipped classrooms as a potential contributor to education ... Full text Open Access CiteRecent Grants
Teacher Attrition, Health, and Well-Being: Exploring the Mismatch Between Teacher Preparation (and Teacher Expectations) and District Realities in the midst of COVID-19
ResearchCo Investigator · Awarded by University of North Carolina - Chapel Hill · 2022 - 2025View All Grants