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Response To Intervention And Teachers Perceptions
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Book Synopsis Response to Intervention and Teachers' Perceptions by : Misty Howington Cox
Download or read book Response to Intervention and Teachers' Perceptions written by Misty Howington Cox and published by . This book was released on 2021 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to assess the perceptions of teachers regarding the Response to Intervention (RTI) initiative and its implementation. Specifically, the researcher was trying to determine (a) if there is a significant difference between the perceptions of general education teachers and those of special education teachers regarding RTI, (b) if there is a significant difference between the perceptions of teachers in the elementary school setting and teachers in the middle school setting, and (c) if there is a significant difference between the perceptions of teachers based on their years of teaching experience. The Bailey-Tarver Survey Instrument was used to gather data on teachers’ perceptions and administered via Survey Monkey. The sample population for the survey included 144 (N=144) certified teachers at the elementary and middle school level in a Northeast Georgia school district. Descriptive statistics and independent samples t tests were used to analyze the data obtained from the survey. The study revealed that there is no significant difference between the perceptions of teachers regarding the RTI process based on area of certification, school setting, or years of teaching experience. Results from this study will help school districts better understand teachers’ perceptions and opinions of the RTI process, and this information can then be used to help improve implementation and maintain the fidelity of the RTI program. Future research should compare the perceptions of teachers across all three school levels, elementary, middle, and high, as well as comparing the roles and perceptions of general education teachers and special education teachers in the RTI/MTSS framework.
Book Synopsis Teachers' Perceptions of Response To Intervention by : Heidi Hahn
Download or read book Teachers' Perceptions of Response To Intervention written by Heidi Hahn and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Response to Intervention (RTI) is a model that coordinates service delivery within schools and requires teachers to modify their role and responsibilities. This study used a mixed methods approach, including both an online survey and interviews of teachers and administrators, in order to answer the research questions: 1) What are teachers' perceptions of RTI? 2) In what ways does implementation of RTI influence teacher feelings of self-efficacy or burnout? 3) In what ways do teachers' perceptions of RTI differ from other staff in the school district? A majority of teachers surveyed were in full support of RTI, and believed that they are more effective in assisting struggling students improve their academic abilities because of RTI implementation. The findings from the interviews substantiated this finding. However, the survey and interview results demonstrated that teachers face several challenges in implementing RTI, including large class sizes, and lack of funding, time, and training. " -- Abstract, p. 1.
Book Synopsis How Teachers' Perceptions Impact Their Response to Intervention by : Mary F. Kakascik
Download or read book How Teachers' Perceptions Impact Their Response to Intervention written by Mary F. Kakascik and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Understanding and Perception of a Response to Intervention Program in a Rural, Western North Carolina School District by : Dwight Dean King
Download or read book Teacher Understanding and Perception of a Response to Intervention Program in a Rural, Western North Carolina School District written by Dwight Dean King and published by . This book was released on 2011 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North Carolina community. Both schools included in the study are currently piloting the RtI process. The results of the study found that even though most teachers seem to have a grasp on the roles and responsibilities associated with RtI, many teachers have substantial concerns regarding the implementation process. Most notably, teachers were concerned with the amount of time that was being dedicated to the RtI process and to the lack of available manpower. Teachers also noted improvements that could be made to improve the implementation process. Teachers specifically identified the importance of strong educational leadership within the school building as a factor in the success or failure of RtI within the schools. [Both schools were elementary schools - - p. 4.]
Book Synopsis Teacher Perceptions of Response to Intervention for English Learners by : Tiffany Patella McCahill
Download or read book Teacher Perceptions of Response to Intervention for English Learners written by Tiffany Patella McCahill and published by . This book was released on 2014 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help "close the gap" and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers' perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
Book Synopsis Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative by :
Download or read book Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of their careers, educators experience constant innovation and school reform (Hargreaves, 2005). Although teachers' perceptions of school-based reform initiatives significantly influence their interest and willingness to implement new practices (Reimers et al., 1987), teachers' perspectives are rarely examined or considered before, during, or after implementation of reform initiatives (Nielsen et al., 2008; Shirley & Hargreaves, 2006). By understanding the connection between teacher variables and their perceptions of reform, schools will be better equipped to address and overcome participation barriers, implement reform with integrity, and enhance the achievement of all students. This study sought to examine the influence of four factors - congruent teaching philosophy, teacher self-efficacy beliefs, amount of teaching experience, and characteristics and evidence-based components of professional development (PD) - on perceptions of the response-to-intervention (RtI) school-wide reform initiative among 209 elementary (Grades 4K-5) general and special education teachers. Study findings indicated that congruent teaching philosophy, general personal efficacy beliefs, personal efficacy beliefs related to RtI, and PD were significantly associated with teachers' perceptions of RtI. Furthermore, the effect of PD on teachers' perceptions of RtI was found to be partially mediated through teachers' personal efficacy beliefs related to RtI. The current study sheds light on the nature of PD currently being offered in schools on RtI and discusses implications for systems change and future research.
Book Synopsis Teacher Perceptions on Response to Intervention and Instruction by : Tina Giambattista
Download or read book Teacher Perceptions on Response to Intervention and Instruction written by Tina Giambattista and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Book Synopsis General Education Teachers Perceptions of Response to Intervention Implementation by : Adhwaa Alahmari
Download or read book General Education Teachers Perceptions of Response to Intervention Implementation written by Adhwaa Alahmari and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this interview study was to explore teachers perceptions of Response to Intervention (RtI) implementation in their school. Particularly, the study explored teachers knowledge of RtI, teachers perceptions of RtI tiers intervention/instruction in their school, and teachers suggestions of RtI implementation in their school. The study design was a qualitative interview study and data were collected from the face-to-face interviews with four teachers in one school. Findings revealed that RtI is meant to identify students problems. Positive teachers perceptions of their implementation included: (a) Students who demonstrate progress through RtI, (b) Students who receive special education services, (c) progress monitoring helps to keeps teachers on track. Factors pertaining to social and contextual included: (a) School training, (b) Confidence of RtI practice, (c) Collaboration from school personnel. The following factors lead to a negative perception of the RtI process: (a) Planning is difficult, (b) RtI is confusing, (c) Insufficient time for implementation, (d) Excessive RtI paperwork, and (e) Delay of identification for special education services. The study findings also indicated Teachers suggestions to improve RtI implementation in their school through staff support. The findings from this study have implications for higher education and professional in the field.
Book Synopsis Teachers' Perceptions Regarding Implementation of Response to Intervention in Upper Grades by : Ghada H. Griggs
Download or read book Teachers' Perceptions Regarding Implementation of Response to Intervention in Upper Grades written by Ghada H. Griggs and published by . This book was released on 2012 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Response to Intervention (RTI) Models in Secondary Education by : Pam Epler
Download or read book Examining Response to Intervention (RTI) Models in Secondary Education written by Pam Epler and published by IGI Global. This book was released on 2015-06-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.
Book Synopsis Minority Students in Special and Gifted Education by : National Research Council
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Book Synopsis Teachers' Perceptions of School Psychologists by : Ilana Christine Ricks
Download or read book Teachers' Perceptions of School Psychologists written by Ilana Christine Ricks and published by . This book was released on 2015 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Student Support Team and Response to Intervention by : Lynn Russell Bailey
Download or read book Teacher Perceptions of Student Support Team and Response to Intervention written by Lynn Russell Bailey and published by . This book was released on 2010 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate teacher perceptions of Student Support Team (SST) and Response to Intervention (RTI) effectiveness. While an effective, research based framework is certainly paramount to the success of either endeavor, the teachers involved in the process and their perceptions directly impact the effectiveness. Teacher perceptions of their familiarity with SST and RTI, adequacy of training, qualifications to implement, the effectiveness of SST and RTI, eligibility requirements for special education, weaknesses of the frameworks, and reasons for non-referral are examined in the study. The sample population for the survey consisted of teachers (n=342) from around the state of Georgia. Results of the study indicate that just as teachers learned to utilize SST almost three decades ago to help avoid the over-identification of minority students as disabled, once again they have embraced a new framework called RTI to meet the challenge of appropriately offering intensive interventions and progress monitoring to students in need. Based on statistical analysis of this perception survey data utilizing both t-tests and ANOVA, recommendations are made to help guide administrators and professional development personnel as they plan for future training and implementation of SST and RTI procedures.
Book Synopsis Response to Intervention in Math by : Paul J. Riccomini
Download or read book Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Book Synopsis Elementary Teachers' Perceptions of Response to Intervention and Teacher Support Team Effectiveness Within a Mississippi Gulf Coast School District by : Shanta Dannette Rhodes
Download or read book Elementary Teachers' Perceptions of Response to Intervention and Teacher Support Team Effectiveness Within a Mississippi Gulf Coast School District written by Shanta Dannette Rhodes and published by . This book was released on 2014 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts by : Kim Jones
Download or read book The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts written by Kim Jones and published by . This book was released on 2016 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers’ perceptions of these RTI implementation factors and teachers’ self-reported RTI implementation in their classrooms. The survey results came from 553 elementary school teachers across the state of Utah (30% response rate). An analysis of the data showed that there is an impact of teachers’ perceptions of RTI implementation factors on their self-reported RTI implementation efforts. There were significant relationships between teachers’ perceptions of vision (p
Book Synopsis Teacher Perceptions of Response to Intervention in Wisconsin by : Brandon Lauersdorf
Download or read book Teacher Perceptions of Response to Intervention in Wisconsin written by Brandon Lauersdorf and published by . This book was released on 2016 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigated Wisconsin teacher perceptions of Response to Intervention (Rt). Specifically, the study investigated teacher perceptions of RtI and if overall experience, RtI exposure, and amount of RtI training was associated with teacher perceptions of RtI. Elementary school teachers from school districts (teaching kindergarten through 5th grade) across the state of Wisconsin were randomly selected for the sample. Partipants were asked to complete an onine survey regarding their experiences with and perceptions of RtI. Teachers who had extensive training in RtI methods and procedures had a more positive perception of the effects of RtI on teachers and students compared to teachers who had little or no training. For teachers who were in schools using RtI, results were inconclusive when examing teacher perceptions related to RtI's overall effectiveness as an education model and its effect on teachers and students. Future research might focus on perceptions of teachers in Wisconsin following legislative changes to special education law." -page iii.
