Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative PDF Download
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Languages : en
Pages : 0
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Book Description
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.
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Category :
Languages : en
Pages : 0
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Book Description
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.
Author: Kim Jones
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 104
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Book Description
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
Author:
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Category : Elementary school teachers
Languages : en
Pages :
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Book Description
Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. RtI requires that educators collect ongoing information about student progress and provide instruction that aligns with that progress. By providing rigorous interventions prior to students failing and by tracking them as they advance through the grades, students can have successful school careers. A majority of RtI research has been conducted in the elementary grades and while research in middle schools and high schools is emerging, few developments in effective implementations have been made. This study was conducted to address the gap in the educational literature concerning middle school implementation of RtI. More specifically, the purpose of this study was to better understand general middle school teachers' perceptions of RtI implementation by comparing middle school teacher perceptions to elementary school teacher perceptions using the mean scores on the five variables (i.e., universal design for learning, evidence-based literacy, collaboration, data driven decision-making, and implementation of interventions) of the Multi-Tiered Instruction Self-Efficacy Survey (MTISES). A causal-comparative design was used for this study. The statistical analysis of data, using the Mann-Whitney test, determined that no significant differences were found for 9 of the 10 pairwise tests calculated. Significances were only found for the implementation of interventions information variable. This significance indicates that middle school teachers have lower self-efficacy than elementary teachers in using print or web-based resources to implement interventions (such as those used in the Tier process) to small groups and individuals. Because teachers' self-efficacy beliefs are related to the effort teachers invest in teaching, the goals they set, and their persistence when things do not go smoothly, teachers would be less likely to use web-based resources to guide their implementation of intervention to small groups and individuals. Future research should include studies focusing on specific issues within the Tier process that middle school teachers find troublesome. While this research showed concern with intervention implementation, a more descriptive study would assist teacher educators and administrators in developing specific guidelines for implementing small group and individualized interventions in the middle school.
Author: Heidi Hahn
Publisher:
ISBN: 9781267808479
Category : Dissertations, Academic
Languages : en
Pages : 119
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Book Description
"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.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170818
Category : Social Science
Languages : en
Pages : 497
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Book Description
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.
Author: Dwight Dean King
Publisher:
ISBN:
Category : Response to intervention (Learning disabled children)
Languages : en
Pages : 386
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Book Description
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.]
Author: Neil L. Guthrie
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 136
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Book Description
Response-to-Intervention (RTI) is a federal policy designed to reform instruction by using a systemic three tiered model to support all students. Because RTI requires teachers to adapt to new roles and responsibilities, it is important to consider their perceptions. This study examines teachers' sensemaking of RTI utilizing a qualitative case study of one elementary schools implementation. This study employed focus groups, individual interviews, and observations with grade school teachers to investigate how teachers describe and make sense of RTI. Constant comparative analysis revealed three major themes: (a) RTI adoption and understanding of its purpose, (b) RTI implementation and teachers' practices, and (c) RTI resources and barriers. The conclusions were developed from the analysis of these findings through the theoretical framework of Organizational Sensemaking in an effort to explain how teachers made sense of the reform initiative. Teachers believed their professional identity was at stake with the district's adoption of RTI. Veteran teachers collectively believed that RTI was a special education driven reform and it should not involve them in changing their teaching roles. A pivotal factor in the sensemaking process was whether the principal provided time for teachers to make sense together and see connections between the RTI literacy components and their current teaching practices. In the process of making sense of RTI in the context of their school, teachers altered and changed the basic foundations of the state's RTI model. Teachers identified time, lack of staff, and quality professional development as barriers to implementing a Multi-Tier System of Supports consistently and effectively. The implications for school reform include providing RTI initiatives with strong principal leadership and sufficient time for teachers to make sense of the reform efforts.
Author: Wayne Sailor
Publisher: John Wiley & Sons
ISBN: 0470615567
Category : Education
Languages : en
Pages : 291
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Book Description
Offers best practices for implementing RTI at the school-wide level-to ensure success for all learners Response-to-Intervention is now mandated at schools across the country. While there are a handful of books offering tips on implementation, schools are still struggling to find the best approaches. This book, from a prominent RTI researcher, explains how the most successful schools using RTI manage the process. Sailor offers best practices for implementing RTI not only at the classroom level, but also at the school-wide and district-wide levels, to ensure no student falls through the cracks and schools fulfill the promise of RTI. Offers clear guidance on implementing Response-to-Intervention effectively Reveals the framework used by the most successful schools using RTI Includes information on applying RTI for behavioral problems as well as academic challenges Contains illustrative examples of how the approach is applied at all levels, from individual student to school-wide and district-wide Written by a top researcher in the field of Response-to Intervention
Author: Austin Buffum
Publisher: Solution Tree Press
ISBN: 1934009903
Category : Education
Languages : en
Pages : 286
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Book Description
Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at WorkTM process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school.
Author: Lee-Ellen Pisauro
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
The purpose of this study was to understand the held perception of high school teachers regarding RTI implementation skills. This study explored whether district structure affected teacher implementation of RTI by investigating differences between regional school districts and K-12 school districts. This study also sought to investigate whether the type of certification held by teachers influenced their perceived skills to implement RTI practices. This quantitative study collected data from general education and special education secondary teachers (n = 120) throughout Sussex County, New Jersey. An electronic survey was adapted from the Perception of RTI Skills Survey-Revised from the Florida PS/RTI Statewide Project (Castillo et al., 2016). The survey instrument was distributed via Microsoft Forms, and data were collected anonymously. The data from the survey were analyzed using independent samples t-tests to determine if significant differences exist between the means of two independent groups when measured by dependent variables. The study determined that there were significant differences between general education and special education teachers when it comes to implementing data-based decision-making and academic interventions within the RTI model. The study also found that district structure influenced teachers' perceptions' of RTI procedures. The results of the study may guide school leaders in the development of relevant and meaningful professional development and training for educators at the secondary level. (ProQuest abstract).
