No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to receive remedial services without having to be referred for diagnostic testing through a process referred to as Response to Intervention (RtI). While this process can prove to be beneficial for the student, the extra work that is being placed on teachers can cause teachers to form a negative perception of this process. In addition to the extra work, there is little research to support RtI in the secondary schools. Secondary school administrators are trying to implement RtI programs that were designed for self-contained elementary schools into a secondary setting and the results have not been favorable. This study aims to measure middle school teachers’ self-perceptions of RTI and how these perceptions affect their implementation of RtI with fidelity.
|Commitee:||Enns, Beverly, Haas, Nancy, Tyler, Stacy|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/01(E), Dissertation Abstracts International|
|Subjects:||Education, Literacy, Reading instruction|
|Keywords:||No child left behind, Response to intervention, Teacher perceptions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be