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A Case Study of Teachers' Perception...

Justice, Elizabeth Cristine.

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A Case Study of Teachers' Perception of Middle School Level Response to Intervention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study of Teachers' Perception of Middle School Level Response to Intervention./
作者:	Justice, Elizabeth Cristine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	284 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741969
ISBN:	9781658458818

A Case Study of Teachers' Perception of Middle School Level Response to Intervention.
Justice, Elizabeth Cristine.

A Case Study of Teachers' Perception of Middle School Level Response to Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 284 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative, descriptive case study was to describe and explain 6th - 8th grade teachers' perceptions of the influence and impact of RTI programming on academic achievement of students in a Midwestern Oklahoma middle school. The study sample included 13 6th - 8th grade teachers, within one middle school, who have experienced middle school level RTI implementation for at least 3 years. The CIPP model and RTI are the conceptual foundations for this study. The CIPP evaluation model guided the five research questions, focusing on teachers' perception of the need for and purpose of RTI, the perceived strategies and plans for RTI implementation, the RTI implementation processes, the fidelity and consistency of RTI implementation, and the overall influence and impact of RTI implementation on academic achievement. Three sources of data included an online questionnaire, semi-structured interviews, and a focus group. Coding of data included two rounds, initial and axial coding. The data revealed that RTI implementation had an overall, positive impact on student academic achievement at the middle school level based on teacher perception. Positive results of RTI implementation included grades improving, the ineligibility list shrinking, kids bumping out of RTI, less students referred to special education and passing scores on assessments. Additionally, the teachers observed the students' self-esteem and confidence grow and witnessed academic growth in students as they began to seek help and ask questions. However, the findings also revealed several teacher perceived inconsistencies in the RTI implementation, which related to strategic planning, fidelity, and consistency.

ISBN: 9781658458818Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

CIPP model

A Case Study of Teachers' Perception of Middle School Level Response to Intervention.
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500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Anderson, Rolanda.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative, descriptive case study was to describe and explain 6th - 8th grade teachers' perceptions of the influence and impact of RTI programming on academic achievement of students in a Midwestern Oklahoma middle school. The study sample included 13 6th - 8th grade teachers, within one middle school, who have experienced middle school level RTI implementation for at least 3 years. The CIPP model and RTI are the conceptual foundations for this study. The CIPP evaluation model guided the five research questions, focusing on teachers' perception of the need for and purpose of RTI, the perceived strategies and plans for RTI implementation, the RTI implementation processes, the fidelity and consistency of RTI implementation, and the overall influence and impact of RTI implementation on academic achievement. Three sources of data included an online questionnaire, semi-structured interviews, and a focus group. Coding of data included two rounds, initial and axial coding. The data revealed that RTI implementation had an overall, positive impact on student academic achievement at the middle school level based on teacher perception. Positive results of RTI implementation included grades improving, the ineligibility list shrinking, kids bumping out of RTI, less students referred to special education and passing scores on assessments. Additionally, the teachers observed the students' self-esteem and confidence grow and witnessed academic growth in students as they began to seek help and ask questions. However, the findings also revealed several teacher perceived inconsistencies in the RTI implementation, which related to strategic planning, fidelity, and consistency.
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