Certified Middle School Educators’ Perceptions of Response to Intervention and Instruction in Rural Tennessee Schools PDF Download
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Author: Carpenter Keith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Tennessee educational leaders initially implemented Response to Instruction and Intervention for the same reason other states across the nation adopted the framework; to identify students with specific learning disability. In 2014, Tennessee restructured the Response to Instruction and Intervention model to move from the traditional three-tiered model to a model that included teaching and behavior, which focused on instructional opportunities for all students, not solely a pathway to special education eligibility (Berkeley et al., 2020). Tennessee students, regardless of what tier they were assigned, should receive high quality instruction during core extension. I found little existing literature focused on math Response to Intervention and Instruction in rural middle schools. The purpose of this qualitative, interpretive study was to examine certified educators' perceptions of math core extension in rural Tennessee middle schools. I sent a questionnaire to 50 certified educators in varying rural Tennessee school districts. After 25 educators completed the questionnaire, I found participants had similar perceptions of benefits and barriers of teaching math core extension groups. The results revealed benefits of core extension, including increased math scores on end of year assessments, the benefits of working with students in small groups, and the confidence students gained while improving math skills. Results also included barriers to core extension, such as non-math certified educators being asked to lead groups.
Author: Carpenter Keith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Tennessee educational leaders initially implemented Response to Instruction and Intervention for the same reason other states across the nation adopted the framework; to identify students with specific learning disability. In 2014, Tennessee restructured the Response to Instruction and Intervention model to move from the traditional three-tiered model to a model that included teaching and behavior, which focused on instructional opportunities for all students, not solely a pathway to special education eligibility (Berkeley et al., 2020). Tennessee students, regardless of what tier they were assigned, should receive high quality instruction during core extension. I found little existing literature focused on math Response to Intervention and Instruction in rural middle schools. The purpose of this qualitative, interpretive study was to examine certified educators' perceptions of math core extension in rural Tennessee middle schools. I sent a questionnaire to 50 certified educators in varying rural Tennessee school districts. After 25 educators completed the questionnaire, I found participants had similar perceptions of benefits and barriers of teaching math core extension groups. The results revealed benefits of core extension, including increased math scores on end of year assessments, the benefits of working with students in small groups, and the confidence students gained while improving math skills. Results also included barriers to core extension, such as non-math certified educators being asked to lead groups.
Author: Amy A. Woolum
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Since the 1960s, business leaders and educators used the idea of goal setting theory as a guide to success. Teachers who implemented goal setting strategies contributed to student success and achievement. During my study, I found little existing literature focused on academic goal setting implementation for students in Tennessee rural middle schools containing grades six through eight. The purpose of this qualitative interpretive study was to investigate Tennessee rural middle school teachers’ perceptions about implementing academic goal setting for students. I sent an online Google Forms questionnaire to 117 certified and licensed teachers in varying Tennessee rural middle schools. After 21 teachers completed the questionnaire, I found participants did not have the same experiences with academic goal setting implementation for students in their middle schools or districts. All 21 participants answered all the questions; however, I only used 20 participant responses for data analysis. I analyzed the data using open, axial, and selective coding to generate themes. The results included varying benefits in implementing student academic goal setting at the middle school level, including increased student motivation and accountability. Professional Learning Communities and various strategies were also perceived as benefits by teachers. On the contrary, additional results yielded perceived barriers to academic goal setting implementation for students, which included a lack of teacher training and experience, time, and student buy in. Rural Middle School teachers needed opportunities to collaborate, hear success stories, and learn strategies behind academic goal setting implementation for students.
Author: Lindsey E. Cochran
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Beginning in the 1970s, educational legislation and mandates changed the way students with disabilities received an education in the United States and increased the number of students with disabilities in general education classrooms. The increased numbers of students with disabilities in general education classrooms created the need for general educators to be knowledgeable about students with disabilities and special education. Due to minimal extant literature related to general educators’ training and preparation, specifically regarding the education of students with disabilities at the middle school level, the purpose of this qualitative, interpretive study was to examine the perceptions of middle grades general educators in Tennessee related to training and preparedness to provide instruction and support to students with disabilities in general education classrooms. After collecting data via online questionnaires from 14 participants, I analyzed the data using open, axial, and selective coding to generate themes. Middle grades general educators in Tennessee indicated required college coursework and professional development opportunities failed to prepare them to provide instruction and support to students with disabilities in their classrooms. These general educators also reported attending limited or no professional development opportunities after initial teacher training related to special education and students with disabilities.
Author: Carla Whiles
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Adverse childhood experiences negatively affected the mental and physical health of adults and children and were linked to cognitive difficulties and decreased academic outcomes at all levels of education. Resilience, the ability for one to bounce back from adversity, was widely accepted to mitigate the negative effects of adversities and resilience intervention programs were becoming more common in schools. The purpose of this qualitative interpretive study was to examine northeast Tennessee educators’ perceptions of the academic outcomes of high school students who completed a community-based, resilience-informed course presented at school. After conducting semi-structured interviews with 11 participants, I discovered the program had a favorable impact on academic outcomes and resilience as the program provided students with a multi-level system of support, taught techniques to build protective factors, and positively framed adversities to help students set and meet goals.
Author: Kristy Black
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 142
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Book Description
Johnson, Cooper, Donald, Taylor, and Millet (2005) surveyed teachers to examine connections between their career and occupational stress and found that teaching was the second most stressful career. In fact, outside of driving an ambulance, teaching was more stressful than 24 other careers. In the age of accountability, stress can be potentially devastating to the educators. Many of the stressful factors that cause a teacher to reexamine his or her career choice come from outside the walls of the classroom. Additionally, a lack of administrative support in schools can lead to a negative climate and cause teachers to seek another career path (Billingsley, 2003). It is these stressful factors that I became interested in. Therefore, the study I conducted provides an outlet for teachers to provide input about the stresses they experience or have experienced during their teaching careers. In offering this data, I wanted to add information to the body of knowledge on teacher efficacy in order to combat teacher stress and/or burnout. While I found a tremendous amount of research on how stress impacts high school teachers (Friedman, 1991) and elementary school teachers (Gold, 1996), I found a lack of data representing middle school teachers. In particular, there is a gap in the available data with respect to rural areas. Therefore, my focus became to investigate rural middle school teachers' perceptions of stress. In researching, I found there is little data available that examines the beliefs and perceptions current middle school teachers hold and how that impacts their teaching practices. My interest became specific to middle school teachers in rural areas. Thus, the purpose of this mixed methods study is two-fold: 1) to learn what factors impact rural middle school teachers' efficacy; and 2) to better understand which of these factors increase their stress (and potential burnout). This study employed to methods of data collection: 1) online survey of 36 teachers; and 2) interviews with 12 participants. This study found that teachers in the rural middle school setting feel they are impacted by more outside stress factors than from within their own classroom. It becomes obvious, though, that the concerns are generated by people and things the teachers have no control over. Micro-politics, trust and support, and the practice of hiring relatives are the main stress factors impacting these teachers. The support and close ties to family, friends and religious associations were places of comfort and solace. The overall implication is that teachers feel more stress based on the type of administrator the school has than on the teaching.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author: Kelli N. Mooney
Publisher:
ISBN:
Category :
Languages : en
Pages : 96
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In this qualitative study, I examined teachers’ perceptions of the influence of high stakes testing on instructional practices and student learning and engagement in middle schools in rural Southwest Virginia. Fourteen middle school teachers from three middle schools completed questionnaires, and seven teachers submitted lesson plans as part of this study. I analyzed the data and determined teachers expressed negative perceptions of the effects of high stakes testing on student learning and engagement. Teachers also stated high stakes testing limited instructional practices used in classrooms. Teachers perceived current instructional practices were not conducive for active student learning and engagement; however, these teachers felt restricted by the state-prescribed curricula and high expectations for student performance on high stakes testing.
Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
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Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: Kirk F. Duncan
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Donna S. Otwell
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 82
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