Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework 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 Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework PDF full book. Access full book title Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework by Stefania Izzo. Download full books in PDF and EPUB format.
Author: Stefania Izzo
Publisher:
ISBN: 9781303847202
Category : Reading
Languages : en
Pages : 358
Get Book Here
Book Description
The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.
Author: Stefania Izzo
Publisher:
ISBN: 9781303847202
Category : Reading
Languages : en
Pages : 358
Get Book Here
Book Description
The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.
Author: Maryln Appelbaum
Publisher: SAGE
ISBN: 1412964458
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
This user-friendly guide offers strategies and how-to's for implementing RTI in classrooms and schoolwide, providing team-building techniques, academic and behavioral interventions, and more.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170818
Category : Social Science
Languages : en
Pages : 497
Get Book Here
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
Get Book Here
Book Description
Author: Daryl F. Mellard
Publisher: Corwin Press
ISBN: 1452208190
Category : Education
Languages : en
Pages : 169
Get Book Here
Book Description
This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.
Author: Kent McIntosh
Publisher: Guilford Publications
ISBN: 1462524745
Category : Psychology
Languages : en
Pages : 369
Get Book Here
Book Description
Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: John Hattie
Publisher: Routledge
ISBN: 1134024126
Category : Education
Languages : en
Pages : 389
Get Book Here
Book Description
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Author: Douglas Fuchs
Publisher:
ISBN: 9780872076228
Category : Learning disabled children
Languages : en
Pages : 0
Get Book Here
Book Description
Leading experts in literacy and special education describe a three-tier approach that begins with effective instruction for all children, moves to preventive tutoring through a variety of approaches, and concludes with a reformed conceptualization of special education.
Author: Renee Bradley
Publisher: Routledge
ISBN: 1135627630
Category : Education
Languages : en
Pages : 914
Get Book Here
Book Description
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.
