A Quantitative Research Study on the Implementation of the Response-to-Intervention Model

Autor/in	Mahoney, Jamie
Titel	A Quantitative Research Study on the Implementation of the Response-to-Intervention Model
Quelle	(2011), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-3409-1
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Models; Program Implementation; Faculty Development; Predictor Variables; Program Effectiveness; Data Collection; Teacher Responsibility; Special Education; Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Analogiemodell; Prädiktor; Data capture; Datensammlung; Lehrverpflichtung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Response to Intervention (RTI) emerged as a new service delivery model designed to meet the learning needs of all students prior to diagnosis and placement in the special education setting. The problem was few research studies had been conducted between general education teachers with intensive professional development and those without professional development in the multiple areas of RTI implementation. This researcher sought to gain an understanding of the RTI implementation processes between two groups of general education teachers with and without professional development training. An analysis of variance (ANOVA) was performed on the variables of professional development training as related to self-reported practice of implementing the RTI process, self-reported practices implementation success rates, and self-reported practice data collection responsibilities when implementing the RTI process with demonstration and comparable groups of teachers. There was a significant difference between demonstration school and the comparable school general education teachers' self-reported practices when implementing the RTI processes. There was no significant difference between the demonstration school and the comparable school general education teachers' self-reported implementation success rates. There was no significant difference between the demonstration school and the comparable school general education teachers' self-reported data collection responsibilities when implementing the RTI process. Recommendations for professional development opportunities for all teachers, paraprofessionals, and administrators involved in the RTI process were made based upon the analyzed data from the research study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10