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| Autor/inn/en | Barrio, Brenda L.; Combes, Bertina H. |
|---|---|
| Titel | General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation |
| Quelle | In: Teacher Education and Special Education, 38 (2015) 2, S.121-137 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0888-4064 |
| DOI | 10.1177/0888406414546874 |
| Schlagwörter | Preservice Teachers; Student Teacher Attitudes; Response to Intervention; Student Needs; Self Efficacy; Teacher Competencies; Knowledge Base for Teaching; Teacher Behavior; Parent Participation; Mixed Methods Research; At Risk Students; Teacher Education Programs; General Education; Online Surveys; Questionnaires; Focus Groups; Knowledge Level; Professional Development Schools; Correlation; Thematic Approach; Stages of Concern Questionnaire |
| Abstract | Revisions to Individuals with Disabilities Education Improvement Act (IDEIA) proposed alternative models, such as Response to Intervention (RTI), as a preventive measure that supports students at risk. As teachers' roles evolve in response to RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A mixed-methods design was used to explore general education pre-service teachers' concerns regarding the implementation of RTI based on the Concerns-Based Adoption Model. Results suggest pre-service teachers focused their concerns on feeling unprepared and not understanding how to effectively implement RTI. These implications may guide teacher preparation programs as they assess the readiness of their pre-service teachers to effectively implement RTI. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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