Training Preservice General Education Teachers in Response to Intervention: A Survey of Teacher Educators throughout the United States

Autor/inn/en	Vollmer, Laura E.; Gettinger, Maribeth; Begeny, John C.
Titel	Training Preservice General Education Teachers in Response to Intervention: A Survey of Teacher Educators throughout the United States
Quelle	In: Journal of Applied School Psychology, 35 (2019) 2, S.122-145 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Begeny, John C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2018.1528488
Schlagwörter	Training; Preservice Teachers; Regular and Special Education Relationship; Response to Intervention; Teacher Educators; Teacher Education Programs; Progress Monitoring; School Psychologists; Evidence Based Practice; Models; Surveys; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Ausbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Analogiemodell; Survey; Umfrage; Befragung; Lehramtsstudiengang
Abstract	Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01