The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts PDF full book. Access full book title The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts by Kim Jones. Download full books in PDF and EPUB format.
Author: Kim Jones
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 104
Get Book Here
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: Kim Jones
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 104
Get Book Here
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:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
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: Heidi Hahn
Publisher:
ISBN: 9781267808479
Category : Dissertations, Academic
Languages : en
Pages : 119
Get Book Here
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: Adhwaa Alahmari
Publisher:
ISBN:
Category : Response to intervention (Learning disabled children)
Languages : en
Pages : 121
Get Book Here
Book Description
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.
Author: Shuanta Anita Broadway
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 286
Get Book Here
Book Description
"The purpose of this study was to determine what perceptions elementary teachers have regarding the selection of scientifically research-based interventions, the monitoring of the progress of students receiving RTI, and the teachers' own ability to implement RTI. Additionally, the study identified barriers teachers face while implementing RTI"--Leaf 50. "The research study took place in a large, urban, public school district in the southeast region of the United States"--Leaf 54.
Author: Amy Foltz Painter
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 41
Get Book Here
Book Description
Current research on Response to Intervention (RTI) focuses on its effects on student growth and aiding in the identification of students with disabilities. This quantitative research focuses on the perceptions of school administrators regarding the implementation and progress of the RTI model implemented in their school. Data collected was compared to the results to an RTI implementation survey that was conducted in a New England state. Research uncovered a repeating theme of a lack of understanding of RTI at the middle and high school level, compared to elementary. Teachers requested explicit instruction from administration regarding RTI processes as well as expectations and principals reported lack of guidance from district level special education leaders (Meyer & Behar-Horenstein, 2015). Twenty-one school administrators in elementary, middle, and high schools from the same public school division were surveyed to determine their perceptions of the implementation and progress of RTI in their respective school. Results indicated that elementary, middle, and high school administrators and their staffs have a strong understanding of RTI and tiered interventions. There was strong evidence to support there was a lack of understanding of universal screeners in the schools, specifically at middle and high schools. Finally, results indicated a need for alignment of the RTI vision and process between the schools and district leadership, specifically requesting teacher feedback and use of professional development.--Abstract
Author:
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages :
Get Book Here
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: Lee-Ellen Pisauro
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
Get Book Here
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).
Author: Ryan T. Kieffer
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 165
Get Book Here
Book Description
The purpose of this qualitative case study was to examine teachers' perceptions of treatment integrity measures within a Response to Intervention (RTI) framework for reading. Direct observations and teacher self-reports were the two methods of measuring treatment integrity investigated. Further research on treatment integrity is warranted, especially as Pennsylvania school districts begin to implement RTI as a means for special education eligibility purposes. Districts cannot guarantee what they do not monitor (Schmoker, 2006). As a result, in order to ensure the implementation of interventions when considering a student's eligibility for a specific learning disability (SLD), the need to develop fidelity measures and a system of measuring treatment integrity is pivotal (Cochrane & Castle, 2006; Kovaleski & Prasse, 2004). Sanetti and Kratochwill (2009) noted interventions within an RTI framework must be implemented with high treatment integrity and documented or else this latest initiative will be in jeopardy of resorting back to the traditional practice of the IQ-Achievement discrepancy and students having to wait to fail before benefiting from special education services. The current study theorized that understanding teachers' perceptions of RTI and their insights on various treatment integrity measures may increase the acceptability and utilization of fidelity checks, resulting in possibly higher intervention integrity and the potential for greater student outcomes. Analysis of the data revealed participants' overall positive perceptions of using an RTI framework for reading. Similarly, participants' perceived both the direct observations and self-reports as adequate methods of assessing fidelity within an RTI framework. Six factors of assessing treatment integrity emerged which contributed to better acceptability and sustainability from teachers.
Author: Babetta Fleming Hemphill
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
Get Book Here
Book Description
The present multiple case study was conducted at two elementary schools serving kindergarten through fifth grade students in a Texas public school district. This study described the campus level systems to support teachers in their implementation of Response to Intervention (RtI). The purpose of this study was to determine teachers’ perceived self-efficacy in implementing each component of the RtI model and to explore the possible effects it may have on student outcomes. The district installed several structures to ensure the successful implementation of the RtI model: daily dedicated intervention time, elementary intervention meetings, district-wide personnel to support the campus implementation of the RtI model, and clear guidance regarding data collection and use. The teachers who participated in the study indicated that the structures contributed to their perceived self-efficacy about the RtI process and their ability to implement the model successfully. Teachers expressed very high perceived self-efficacy in improving student outcomes through the RtI model. They were knowledgeable about the components of the RtI model and how they should be used to benefit struggling students. Evaluation of teacher interviews revealed that all teachers relied on data to implement the model and determine student needs. One-third of the teachers expressed doubts in the accuracy of the assessments in identifying student needs, yet they did not abandon the process. They credited their participation in data meetings with their fidelity to the RtI model. Teachers identified multiple supports specific to the district that positively affected their perceived self-efficacy. The researcher did not determine how teacher self-efficacy affected student outcomes due to limited findings. The researcher recommended further qualitative research to explore how collective efficacy affects the academic outcomes of students receiving intervention
