Literaturnachweis - Detailanzeige
| Autor/in | Seminerio, Christine |
|---|---|
| Titel | Examining Elementary General Education Teachers' Understanding of Tier 1 in an MTSS Framework |
| Quelle | (2023), (157 Seiten)
PDF als Volltext Ed.D. Dissertation, St. Elizabeth University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3206-5 |
| Schlagwörter | Hochschulschrift; Dissertation; General Education; Regular and Special Education Relationship; Teacher Attitudes; Knowledge Level; Elementary School Teachers; Multi Tiered Systems of Support; Program Implementation; Referral; Prereferral Intervention; Data Use |
| Abstract | This study analyzed general education teachers' knowledge of a multi-tier system of support (MTSS), as well as their understanding and implementation of effective practices within tier 1. It further studied their current application of tier 1 interventions at Garden State School District. As the framework of a multi-tier system of support became the most widely recommended model for addressing students' academic and behavioral deficits prior to referral for special education, the school district began considering steps needed to ensure its implementation. The district was in the beginning phases of planning for implementation of a multi-tier system of support framework with the goal of addressing students' academic and behavioral struggles. This study was conducted at the end of the 2021-2022 school year, prior to the district's implementation of MTSS to assess teachers' current levels of understanding and application of tier 1 interventions as well as levels of readiness for district wide implementation. The following three research questions were developed: (1) To what extent do elementary general education teachers understand multi-tiered systems of support?, (2) To what extent do elementary general education teachers understand the essential components of tier 1, including strong core instruction, use of data and implementation of pre-referral academic intervention strategies?, (3) To what extent do elementary general education teachers implement the essential components of tier 1, including strong core instruction, use of data and implementation of pre-referral academic intervention strategies? The researcher believed the triangulation and analysis of data collected through a survey, focus group, and three one-on-one interviews, would provide important information regarding the staff's understanding and application of tier 1 within an MTSS framework to assess teachers' current levels of understanding and application of tier 1 interventions as well as levels of readiness for district wide implementation. The results of this study identified that while a majority of elementary general education teachers have a basic understanding of the overall framework of a multi-tier system of supports, some are less knowledgeable about the differences in practices at each tier. Additionally, results indicated a majority of elementary general education teachers understand the essential components of tier 1. Further, although survey results reflect that a majority of elementary general education teachers are implementing tier 1 interventions, more specific data obtained through a focus group and interviews is contradictory. Finally, results identified that a majority of teachers identify the use of data as an essential component within tier 1; however, believe that additional guidance and support are required for effective implementation. Further analysis and research should be conducted regarding other district's interpretation and implementation of the MTSS framework. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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