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Teachers And Team Members Perceptions Of Effective Instructional Support Teams
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Book Synopsis Teachers' and Team Members' Perceptions of Effective Instructional Support Teams by :
Download or read book Teachers' and Team Members' Perceptions of Effective Instructional Support Teams written by and published by . This book was released on 2007 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the perceptions of teachers and those who serve on prereferral teams about the practices that contribute to the creation of strategies that assist difficult-to-teach students to learn in a regular education setting. Prereferral team practices, identified from a review of the research literature, were Team Membership, Team Process, Team Procedure, and Organizational Support. Lastly, the study examined if there were differences between the IST practices of a suburban and rural school. The methodology of the study included administering the Instructional Support Team Survey (Myers, 2001) to teachers and IST members in one suburban and one rural high school. The response rate of teachers was 56% in the suburban district and 34% in the rural district. IST data of those students who were referred to the IST team and later classified as being eligible for Special Education programs were also analyzed for both schools over a three-year period. A Multivariate Analysis of Variance (MANOVA) was used to analyze survey results to determine if there were significant differences between teachers' and IST members' views on prereferral team practices and between effective practices in the rural and suburban school. Only 54% of the individuals surveyed viewed the IST team in their school as effective in reducing referrals to the Committee on Special Education and providing teachers with strategies to instruct difficult-to-teach students. Prereferral team practices that were identified by teachers and IST members as being effective were Team Procedures and Team Process. Teachers and IST members viewed Team Membership, Team Process, and Organizational Support differently. Team Procedures and Team Process were viewed differently in the suburban and rural school district. Implications and recommendations for further research on the topic of Instructional Support Teams for local team implementation were identified.
Book Synopsis The Relationship of Instructional Support Teams to Teachers' Perceptions of Their Profession, Parent Satisfaction, and Student Achievement by : Kimberly A. Kochuba
Download or read book The Relationship of Instructional Support Teams to Teachers' Perceptions of Their Profession, Parent Satisfaction, and Student Achievement written by Kimberly A. Kochuba and published by . This book was released on 1998 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship of Instructional Support Teams to teachers' perceptions of their profession, IST, parent satisfaction, and student achievement. The study involved second, third and fourth grade teachers in Central Pa. school districts. Parents were also included.
Book Synopsis Teacher Perceptions of the CARE Team Model by : Shelby West
Download or read book Teacher Perceptions of the CARE Team Model written by Shelby West and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The CARE (Compassion through Assessment, Response, and Evaluation) Team is a prereferral intervention team at a TK-6th elementary school. After the initial year of implementation, teacher understandings and feedback about the team was desired. The researcher used survey and interview questions to elicit input from the general education teachers. Responses were used to answer the question: In what ways do teachers perceive the purpose and process of the CARE Team? To provide context, a broad lens is applied to the field of existing literature to determine the need for such prereferral teams, the hallmarks of effective teams, the barriers to effectiveness, and finally teacher perceptions of these types of teams. The narrative surveys and interviews were coded using in vivo, holistic, and pattern coding methods, along with CARE Team training and student record documentation to triangulate the data and validate the findings. The findings reveal insights into what general education teachers desire from a collaborative problem-solving team. Meeting the indicated desires of teachers may encourage greater participation and follow-through on interventions, which leads to greater likelihood of positive student outcomes. Based on teacher feedback, it is recommended the team adopt a formalized problem-solving protocol, provide more direct implementation support, and maintain a positive tone by validating and encouraging teacher efforts. Making these improvements may lead to greater teacher engagement with the team, increasing the amount of support provided to students with exceptional needs. The major conclusion is teacher perceptions can be one measure of team effectiveness and teachers can provide meaningful recommendations for improvement. This can further research on what qualities influence the effectiveness of prereferral intervention teams, through the lens of general educators.
Book Synopsis Instructional Support Team Initiative by : Jeffrey Thomas Namey
Download or read book Instructional Support Team Initiative written by Jeffrey Thomas Namey and published by . This book was released on 1995 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Moving from Teacher Isolation to Collaboration by : Sharon Conley
Download or read book Moving from Teacher Isolation to Collaboration written by Sharon Conley and published by R&L Education. This book was released on 2013-08-29 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching embodies many roles -- in the classroom through teacher-student interactions, and beyond the classroom through teacher-adult interactions. This book explains and demonstrates how collaboration and teamwork can help enhance professionalism and school quality by overcoming teachers' isolation in the classroom, in the school, and in their work. The contributing authors address: historic patterns of isolation; why collaboration is crucial for vibrant and sustained professionalism; principles of successful team collaboration in schools and other sectors; school districts' structure and support for collaborative teams; forces that motivate or restrain teachers' ability to collaborate; how teachers in grade-level teams perceive the quality of their training and support; team members' perceptions of their work in departments; teachers' use of evidence of student learning to improve teacher and organizational learning; and teacher-principal collaboration from the perspectives of exemplary teachers. These chapters provide insight into the complexity of teachers' roles, and indicate the necessity to build collaboration within the school and beyond.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 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 Team Teaching by : Francis J. Buckley
Download or read book Team Teaching written by Francis J. Buckley and published by SAGE. This book was released on 2000 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author of this book explains how and why team teaching works. He book covers the nature, purpose, types, history, evaluation and resourcing of team teaching, as well as the roles of teachers, students and administrators.
Book Synopsis Instructional Consultation Teams by : Rosenfield,
Download or read book Instructional Consultation Teams written by Rosenfield, and published by Guilford Press. This book was released on 1996-01-15 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is considerable evidence for the effectiveness of school consultation teams for interventions with difficult or at-risk students, relatively little has been written on the implementation of such teams. This book details that process and describes the important features of the Instructional Consultation Team, including methods and instruments for evaluating student progress and system functioning. Bringing together literature on school consultation and school change, this volume enables the school-based professional who takes the role as change facilitator not only to implement new, more effective services, but also to ensure that the services become established functions of the school system.
Book Synopsis School Based Staff Support Teams by : Shari Stokes
Download or read book School Based Staff Support Teams written by Shari Stokes and published by . This book was released on 1982 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis "Two Ships Pass in the Night" by : Frank Michael Ruggiero
Download or read book "Two Ships Pass in the Night" written by Frank Michael Ruggiero and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, educators have looked toward the middle school model as an appropriate bridge for children transitioning from elementary school to high school and from childhood to adolescence. However, there continue to be questions surrounding its cornerstone practice of interdisciplinary teaming. Using a qualitative single-case study design, this dissertation was designed to explore how teachers experience the phenomenon of teaming as a feature of middle school reform efforts. It examined how participation or non-participation on a team affected members of a school community whose approach to teaming included some teachers but excluded others. The purpose of this research was to generate better understandings of teachers' lived experience to assist in efforts to improve the teaming model in middle schools. Much of the existing research on middle school reform documents the positive outcomes of teaming but neglects its impact on the larger school community and focuses, instead, on smaller groups of teachers who are part of the teams. By privileging the viewpoints of an under studied population of non-team teachers whose voices are often unheard in the literature on teaming's normative benefits, this study was the first scholarly attempt to compare the experience of team teachers with that of non-team teachers. The significance of this research lay in its ability to explore unintended outcomes of this experience. Both team and non-team teachers chosen through a combination of criterion and convenience sampling took part in semi-structured phenomenological interviews. Data collection procedures also included the observation and analysis of school, district, and community documents. With multiple data sources and data collection methods, both methods triangulation and data triangulation were employed as strategies to improve the internal validity of this research. Results from this research indicate that teacher experience with middle school interdisciplinary teaming varies according to their team or non-team status. Team status affected teachers' opportunities for professional growth, perceptions of instructional effectiveness, and sense of belonging and personal satisfaction. These findings have implications for both policy and practice. Educational policymakers need to understand how teaming affects all members of a school community, and practicing school leaders must be aware of the potential negative effects of teaming that remain under researched, discounted, or swept aside. Future research should be designed to add to the knowledge base of how middle school teaming affects all teachers in schools. In so doing, future research will provide support for school leaders charged with implementing or maintaining middle school reforms and, more specifically, designing and leading interdisciplinary teams in their middle schools.
Book Synopsis The Impact of the Elementary Instructional Support Specialist on Teacher Perceptions of Instructional Support and Student Achievement by : Julie Lynn Raschen
Download or read book The Impact of the Elementary Instructional Support Specialist on Teacher Perceptions of Instructional Support and Student Achievement written by Julie Lynn Raschen and published by . This book was released on 2007 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Effective Student Support Systems by Availability of Student Support Facilitators by : Marsha Joyce-Tatum
Download or read book Teachers' Perceptions of Effective Student Support Systems by Availability of Student Support Facilitators written by Marsha Joyce-Tatum and published by . This book was released on 2018 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student support systems are designed to improve struggling students' performance and should be used by general and special education teachers. The purpose of this study was to examine teachers’ perceptions of student support system frameworks in a rural school district in a Mid-Atlantic state with a full-time or part-time student support facilitator. This study will provide educational leaders with information on teachers' perceptions concerning student support systems, in order to support creation of improved staff development efforts that will influence effective teacher use of student support systems. Teachers' perceptions of their training, special education eligibility, and framework weaknesses in student support systems, as well as familiarity of student support teams and response to interventions will be investigated. The researcher used a causal-comparative design to look at differences in teachers' perceptions of SSS frameworks with part-time and full-time student support facilitators. The sample consisted of 70 certified regular and special education teachers. The researcher used a web-based version of the Bailey-Tarver SST/RtI Survey. Data analysis was conducted using a multivariate analysis of variance. The analysis determined there was a statistically significant difference in teachers’ perceptions of their familiarity with student support systems, adequacy of training to implement student support systems, effectiveness of student support systems for struggling students, and a relationship between different student support systems in schools with either a full-time or a part-time SST facilitator.
Book Synopsis Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis by : Nerren, Jessica Block
Download or read book Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis written by Nerren, Jessica Block and published by IGI Global. This book was released on 2022-06-30 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensuring classrooms are inclusive to all students, particularly those with disabilities such as autism spectrum disorder, is crucial in today’s educational landscape. It is vital that educators are prepared and knowledgeable on the current best practices and policies in order to provide these students with the most thorough education possible. Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis introduces a new model of reframing autism spectrum disorder inclusion for professors of preliminary teacher candidates and provides meaningful understanding and support for professors who prepare preliminary teacher candidates. Covering key topics such as equity, mental disorders, inclusive education, and educational reform, this reference work is ideal for administrators, stakeholders, policymakers, teacher educators, counselors, researchers, academicians, scholars, practitioners, instructors, and students.
Author :Margery B. Ginsberg Publisher :Association for Supervision & Curriculum Development ISBN 13 : Total Pages :164 pages Book Rating :4.:/5 (321 download)
Book Synopsis Educators Supporting Educators by : Margery B. Ginsberg
Download or read book Educators Supporting Educators written by Margery B. Ginsberg and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a resource for educators in any setting who are trying to implement school support teams. New legislation requires states to establish systems of intensive and sustained support for schools that receive Title I funds. School support teams are to become the primary component of these systems. These support teams, external groups of teachers, pupil services personnel, and other people with expertise in school reform, will help high-poverty schools as they plan and develop their schoolwide programs. Chapter 1 provides an overview of the schoolwide approach to change and the role of school support teams. A case study, drawing on experience in 20 education service centers in Texas, illustrates the process in one school. Chapter 2 provides suggestions on how to organize school support teams and how to select members. In Chapter 3, there is detailed information on how to design professional development and training programs for school support team members. Sample agendas for professional development programs are presented. Chapter 4 provides additional clarification for questions educators might have about school support teams. Seventeen appendixes contain information about the law, sample training materials, transparency masters, organizational forms, and examples of instruments and procedures. (Contains 2 figures and 43 references.) (SLD)
Book Synopsis Handbook of Effective Inclusive Schools by : James McLeskey
Download or read book Handbook of Effective Inclusive Schools written by James McLeskey and published by Routledge. This book was released on 2014-05-16 with total page 565 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
Book Synopsis Handbook of Human Factors and Ergonomics by : Gavriel Salvendy
Download or read book Handbook of Human Factors and Ergonomics written by Gavriel Salvendy and published by John Wiley & Sons. This book was released on 2012-03-13 with total page 1754 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fourth edition of the Handbook of Human Factors and Ergonomics has been completely revised and updated. This includes all existing third edition chapters plus new chapters written to cover new areas. These include the following subjects: Managing low-back disorder risk in the workplace Online interactivity Neuroergonomics Office ergonomics Social networking HF&E in motor vehicle transportation User requirements Human factors and ergonomics in aviation Human factors in ambient intelligent environments As with the earlier editions, the main purpose of this handbook is to serve the needs of the human factors and ergonomics researchers, practitioners, and graduate students. Each chapter has a strong theory and scientific base, but is heavily focused on real world applications. As such, a significant number of case studies, examples, figures, and tables are included to aid in the understanding and application of the material covered.
