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Dissertations / Theses on the topic 'RTI, Response to Intervention, Teachers, Knowledge'
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1
Sheets, Ryan. "General Education Teachers' Knowledge of Response to Intervention." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706.
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Love, Amy F. Conner. "Literacy knowledge among teachers considerations for implementation of the RtI initiative /." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11273.
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Thesis (Ed. D.)--West Virginia University, 2010.<br>Title from document title page. Document formatted into pages; contains viii, 135 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 86-109).
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Swigart, Ashley Elizabeth Moore. "Examining Teachers' Knowledge and Perceptions of Response to Intervention." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/51.
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Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and knowledge of RTI. The findings revealed that differences in perceptions existed among teachers based on education level, grade level taught, RTI training received, knowledge level, and presence in a school implementing RTI. It was also found that those teachers with a low level of knowledge had more positive perceptions in regards to the benefit that RTI can have for teachers and students.
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Benjamin, Elissa M. "Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/78.
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The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general education programs. Response-to-Intervention regulations redefine general education teacher roles, increase responsibilities regarding instructional interventions for at-risk learners, and change the process used to determine qualification for specific learning disability (SLD).
A qualitative case study investigates how three general educators in a rural public elementary school understand and implement Response-to-Intervention policy. The study also examines teacher descriptions of the influence policy implementation on instructional practices for at-risk students. Data collection methods include structured and unstructured interviews, videotaped classroom observations, Teacher Performance Record data, lesson plans, and relevant RtI artifacts to advance understanding of RtI implementation in relation to the particular research site and study participants. Focusing on a single site allowed the researcher to develop holistic descriptions of contextual situations to inform future RtI implementation, as well as improve professional development and instructional practices for students involved in the RtI process. Study results provide a framework for understanding how elementary school teachers negotiate RtI implementation in the general education setting. The findings report personal influences on implementation, environmental supports for implementation, and positive and negative consequences of implementation. The study concludes with recommendations for local education agencies (LEA), administrators, and professional learning, as well as suggestions for future research.
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Hudson, Tina M., and Kimberly Hale. "Examining Northeast Tennessee Teacher Knowledge and Perceptions of Response to Instruction and Intervention (RTI²)." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4005.
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Jones, Kim. "The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-Reported RTI Implementation Efforts." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6252.
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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 < .001), professional development (p < .001), and professional support (p < .001) and their perceived levels of personal RTI implementation. The findings of the current research will be used to help school leaders better understand which RTI implementation factors teachers' perceive as being the most significant barriers to their implementation efforts in the classroom. The results will give administrators the knowledge they need to offer assistance to teachers in the areas identified as barriers so that RTI can be implemented in order to help all children learn at high levels.
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Rector, Wanda Jean. "Teachers' Perceptions About Response to Intervention Reading Strategies for At-Risk Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2869.
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Many students enter 9th grade as non-proficient readers who have not been successful on the state reading assessment. Response to Intervention (RTI) is a required program for teachers to use to increase students' reading proficiency. Guided by Bruner's constructivist theory and Vygotsky's theory of the zone of proximal development, this study examined the connection between these 2 theories and explored approaches to the creation of instructional delivery methods for reading to assist struggling readers. The research questions focused on teachers' perceptions about RTI implementation, training, and best practices. The participants were Grade 9 English teachers (n = 6) who were trained in RTI strategies and who taught reading to incoming at-risk students. A qualitative study design was used to capture the insights of the teachers through individual interviews, a modified version of Wilson's RTI survey, and observations. Emergent themes were identified from the data through open and axial coding, and findings were validated through triangulation and member checking. Key findings indicated that there was a general understanding of RTI; however, teachers identified a lack of training and experience with RTI. Recommendations included increased professional development in using effective RTI strategies, particularly differentiated teaching strategies and scaffolding. A school-wide recommendation was to incorporate RTI strategies in all subject area courses. A project of customized content was designed to guide English and content teachers to develop the awareness and capacity to develop improved RTI instructional strategies. Implications are that teachers will be empowered to become more deeply involved in professional development opportunities, which could influence instructional delivery to nonproficient readers.
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Blake, Theodell Joanna. "Fourth-Grade Teachers Use of MTSS-RTI to Teach Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6880.
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Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving skills. The purpose of the qualitative study was to discover how fourth-grade special and general education teachers used the response to intervention framework evidence-based curriculum, instruction, intervention, assessment, and student data to teach math word problem-solving skills to children who have persistent and significant difficulties. Welner's zone of mediation framework and Vygotsky's sociocultural theory form the conceptual framework for the study. The teachers provided data through in-depth interviews, math intervention program, training document, teachers' guides, assessment tools, and observation. All the data was uploaded to the latest version of NVivo and analyzed based on the research questions. The study findings showed that participants used all the features of the response to intervention framework to teach math word problem-solving skills and address the needs of at-risk students. Teachers should continuously reinforce math vocabulary, terminology, and math reading comprehension skills of students. Administrators and teachers should be able to use the findings of this study to improve the use of the response to intervention features to develop the math word problem-solving skills of students and influence teachers' pedagogical practices.
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Hovey, Katrina A. "University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955015/.
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Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention (RTI). This concurrent mixed-methods study explores pre-service teachers' (N =169) perceptions and experiences with key components of RTI (e.g., screening, multi-tiered evidence-based intervention, progress monitoring, and data-based decision making). A questionnaire in conjunction with open-response items and four focus groups provided data to identify aspects of university coursework and field experiences that contribute to pre-service teachers' perceived ability to confidently implement key components of RTI. The results of this investigation show between group differences in perception and experiences related to RTI. Special education certification seekers reported higher perceived confidence, receiving more coursework, and having more field experiences with RTI than elementary, middle grade, and secondary certification seekers. Among all groups, secondary certification seekers reported the lowest confidence, least amount of coursework, and fewest field experiences with RTI. Pre-service teachers in this study valued coursework and knowledgeable instructors who emphasized the components of RTI and participating in hands-on class activities. Participants noted benefits from or a desire for field experiences with struggling learners and having mentors with knowledge and expertise in RTI. Study findings suggest providing pre-service teachers with comprehensive preparation in RTI during coursework in combination with field experiences working with struggling learners may increase perceived confidence and is valued.
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Isbell, Laura J. "Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271832/.
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This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation at all three intervals of data collection. Patterns in teachers' responses during exit interviews suggested that contextual factors unique to this setting (e.g., unexpected changes in RTI protocol, priorities of administrative personnel, and demands placed on teachers) may have influenced teachers' concerns about the teacher's role in, the professional development in, and the sustainability of RTI as an innovation. The literature does not currently address secondary teachers' concerns about and levels of use of RTI in relation to CBAM. Therefore, this study not only fills a gap in literature but also has implications for how teachers are trained and supported in implementing and sustaining the practices of consultation and differentiated instruction associated with RTI. This case study provided insight about the importance and value of teachers' participation and knowledge of RTI to facilitate the change process successfully.
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Coonce, Lora. "Elementary Teachers' Perceptions of Response to Intervention and Classroom Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1776.
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Response to intervention (RTI) is a federal program created to improve student learning and reduce the number of students misidentified as needing special education services. Differing interpretations of how best to implement RTI between campuses and districts have resulted in teachers' confusion and misperceptions of the program. The purpose of this study was to understand how elementary classroom teachers' perceptions of RTI affect classroom instruction. Based on Gagne's instructional theory and Bruner's theory of constructivism, the study examined the perceptions of 10 classroom teachers in 2 low socio-economic elementary schools. The study examined how RTI forms and protocols, administrative leadership, and professional development impacted participants' perceptions of RTI and their classroom instructional practices. Data collected from group and individual interviews were transcribed and coded using open and axial coding to create categories. Participants' progress monitoring logs and the researcher's field notes corroborated interview results. Findings showed that teachers' limited knowledge of RTI resulted in frustration or indifference and that erudite administrative leadership and professional development are needed to improve classroom implementation. A district-wide, digital professional development plan based on the study's findings was recommended to improve educators' and administrators' understandings of the RTI program. Results add to the limited body of qualitative research exploring teachers' perceptions of RTI. Implications could improve teachers' and administrators' understandings and perceptions, foster collaboration leading to social change, and ultimately improve student learning.
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Brown, Denisha. "Teacher and Administrator Perceptions on the Fidelity of Implementing the Response to Intervention Framework." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4840.
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There is a problem with fidelity of implementation (FOI) of the Response to Intervention (RTI) framework in an elementary school in the southeastern United States. Both teachers and administrators have observed inconsistent implementation of RTI and teachers' reported lack of motivation to implement RTI as designed. The purpose of this qualitative case study was to gather teacher and administrator perceptions of the FOI of RTI model using interviews, surveys, and review of archived documents. The implementation of science framework formed the conceptual foundation of this qualitative project study. The research question focused on the FOI of the RTI model as it related to effective interventions, implementation methods, enabling contexts, and intended outcomes. The purposeful sample included 9 participants using the selection criteria for educators who were employed as Kindergarten to 3rd grade elementary teachers or as administrative/support staff and actively participated in the process and procedures of the implementation of the RTI model at the target site. Data were coded and analyzed using inductive analyses. Findings included common themes related to the need for professional development (PD) on interventions, progress monitoring, expectations, differentiation, and the value of RTI. Based on the findings, a project was constructed to include collaborative learning within ongoing PD sessions and development of professional learning communities (PLCs) to refine implementation of RTI. The findings from this study may lead to positive social change by allowing educators to implement RTI with a greater fidelity to accommodate the needs of diverse learners.
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Sims, Regina. "A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595442.
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<p> The local school district in the current study was struggling to meet adequate yearly progress (AYP) targets in reading because secondary students were scoring below the basic level in reading and their content area teachers had little or no training in reading deficiencies. What had been speculated, yet never tested, was the utility of teacher training in research-based reading programs and interventions on increasing reading achievement scores. The purpose of this qualitative case study was to examine issues hampering RTI implementation. This case study focused on analyzing the perceptions of secondary RTI teachers within an urban school district in Texas. The theoretical framework was based on cognitive and social constructivist theory. The research question investigated the best approach to improve teachers' knowledge and implementation of the RTI framework to increase students' reading achievement. Interview data were collected from 3 RTI teachers who had more than 3 years of teaching experience. Data were analyzed through lean coding by using provisional codes to reduce codes to 3 major themes. Reports from the 3 teachers suggested that they all encountered many challenges in implementing RTI; additionally they all conveyed that they needed more support from administrators, access to prescribed resources, and consistent guidelines in program implementation. A white paper was developed to inform the local district on RTI implementation challenges and provide recommendations for improvement. This study impacts social change by providing administrators and educators with information that could improve implementation practices and result in better understanding of RTI.</p>
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Sims, Regina. "A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1077.
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The local school district in the current study was struggling to meet adequate yearly progress (AYP) targets in reading because secondary students were scoring below the basic level in reading and their content area teachers had little or no training in reading deficiencies. What had been speculated, yet never tested, was the utility of teacher training in research-based reading programs and interventions on increasing reading achievement scores. The purpose of this qualitative case study was to examine issues hampering RTI implementation. This case study focused on analyzing the perceptions of secondary RTI teachers within an urban school district in Texas. The theoretical framework was based on cognitive and social constructivist theory. The research question investigated the best approach to improve teachers' knowledge and implementation of the RTI framework to increase students' reading achievement. Interview data were collected from 3 RTI teachers who had more than 3 years of teaching experience. Data were analyzed through lean coding by using provisional codes to reduce codes to 3 major themes. Reports from the 3 teachers suggested that they all encountered many challenges in implementing RTI; additionally they all conveyed that they needed more support from administrators, access to prescribed resources, and consistent guidelines in program implementation. A white paper was developed to inform the local district on RTI implementation challenges and provide recommendations for improvement. This study impacts social change by providing administrators and educators with information that could improve implementation practices and result in better understanding of RTI.
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Hudson, Tina M. "Data-based Decision Making in the Development of an RTI Certificate Program for Preservice Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4002.
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Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.
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Hale, Kimberly D., and Tina Hudson. "Data-Based Decision-Making in the Development of an RTI Certificate Program for Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7024.
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Nadeau, Joshua. "The Effects of Professional Development Efforts on Educator Beliefs and Perceptions of Competency Within a School-Based Response to Intervention Model." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1720.
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The purpose of this study was to identify and understand relationships between educators' perceived skills, observed practices, and stated beliefs - as well as the impact of evidence-based professional development upon those relationships - during the first year of ongoing school-based implementation for Florida's Statewide Problem- Solving/Response to Intervention (PS/RtI) Project. The PS/RtI model is conceptualized as providing a data-based template to drive student service delivery decisions; as providing a tiered framework of assessment and evaluation to maximize efficiency of allocated school funds; and as defining the determination of eligibility for special education services to be based solely upon a continuous necessity of resources/services beyond those typically available in the general education setting.
The current study analyzed existing data from Florida's statewide PS/RtI project, collected during the 2007-2008 school year. During specified professional development sessions, educators provided responses to various questions about their beliefs regarding, perceptions of competency within, and estimated observational frequency of, critical components constituting the PS/RtI model. Three specific research questions were investigated from analysis of these responses; specifically: (1) What is the relationship between beliefs about a training objective, and the self-rated perception of skills and frequency of observed practices associated with that objective, (2) What are the effects of specific skills training on the relationship between self-reported beliefs, and associated perceptions of skills and frequency of observed practices, and (3) What is the relationship between initial (pre-training) and time two (post-training) measures of self-reported beliefs and perceived skills related to data usage, and of self-reported beliefs, perceived skills, and observed practices related to academic instruction?
This study found that, for the first year of implementation, initial educator beliefs regarding evidence-based instruction and data-based decision making were only slightly related to self-perceived competence in these areas; furthermore, independent of any effect that skills training may have had upon educator survey scores, the relationship between beliefs, skills, and practices scores did not significantly differ over the first year of implementation. Implications of the findings for practice, including scaling up of RtI implementation efforts, are discussed.
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Mendelson, Lindsay Nicole Ph D. "The Relation Between Professional Development Training in the Problem-Solving Steps and Teachers’ Self-Perceived Competence." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306174632.
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Ferlis, Emily. "ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2666.
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This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (1978) and Smith, Flowers, and Larkin (2009). Data validity measures included second-researcher review and member-checking. Results of the study are presented as descriptions of how participants perceived the prereferral processes for identifying adolescent Latino English language learners with suspected specific learning disabilities. Nine categories emerged from the interviews: (a) Characteristics and behaviors; (b) instructional supports and interventions; (c) progress-monitoring; (d) use of RTI; (e) prereferral outcomes; (f) parental participation; (g) special education department response; (h) identification challenges; and (i) recommendations. Implications of the study findings for policy, research, and educator practice are noted.
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Oswald, Beth Ann. "Differentiation for Content Area Literacy: Middle School Teachers' Perceptions and Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2681.
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Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to examine how middle school content area teachers defined and implemented DI for content literacy by asking what they know, do, and need to effectively implement or sustain DI. Data were collected from a purposeful sample of 7 middle school content area teachers through semistructured interviews, a focus group, and unobtrusive data in the form of lesson plans. Descriptive and pattern coding were used to analyze the interview and focus group data for overarching themes. Emergent themes were validated through member checking, triangulated with themes identified in the lesson plans, and interpreted against principles of differentiation. Results indicated all participants were implementing DI for content literacy to some extent. The data also revealed participants wanted to improve their instruction but believed they needed additional supports: time to plan and gather resources, opportunities to collaborate with colleagues, and professional development to learn strategies to better differentiate for content literacy. The findings helped inform a project that provides identified supports for teachers as they differentiate instruction to improve content literacy, resulting in positive social change.
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Kruse, Lydia. "Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.
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Massa, Idalia. "Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?" Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.
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Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category. This finding is alarming given that numerous federal sources report that H/L students continue a disturbing trend of struggling academically as well as being at a higher risk for poor mental health outcomes such as elevated levels of depression, anxiety, and suicidality when compared to their peers. Unfortunately, the existing mental health and education literature on H/L students provides limited guidance in understanding the disproportionate underrepresentation of H/L in the EBD category of the SPED system; an underrepresentation well-documented in the report to congress on the implementation of the Individuals with Disabilities Education Improvement Act (IDEIA).
Using survey methods, the purpose of this study was to shed light on the possible mediating role teachers' perceptions have on the SPED referral and identification decisions by looking at teacher ratings of risk for EBD-like behaviors of students across behavioral conditions (i.e., internalizing versus externalizing types of behaviors) and across ethnic/racial groups (i.e., White, African Americans, and H/L students) using a response-to-intervention framework.
Using the Qualtrics software, an online survey tool, 114 self-selected pre-service teachers were surveyed; data was collected and analyzed using a One-way Analysis of Variance. Two main effects and two interaction effects were explored: does the students' ethnic/racial background moderate the teachers' at risk score (ARS) regardless of the behavior displayed?; does the type of behavioral expression moderate the ARS regardless of ethnic/race?; is there an interaction effect between H/L students exhibiting internalizing behaviors that systematically results in a lower ARS and AA students exhibiting externalizing behaviors that systematically results in a higher ARS?
Results indicated that (a) when compared to White, Hispanic/Latino students are indeed less likely to be perceived by the pre-service teachers as exhibiting EBD-like behaviors regardless of the behavior (externalizing, internalizing, or neutral) displayed, (b) externalizing behaviors was the strongest predictor for perceiving someone as at-risk for having EBD-like behaviors, and (c) no interaction effects were found.