Dissertation/Thesis Abstract

Middle school teachers' self-perceptions of response to intervention
by Duncan, Kirk F., D.Ed., Capella University, 2016, 142; 10137564
Abstract (Summary)

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.

Indexing (document details)
Advisor: Enns, Beverly
Commitee: Enns, Beverly, Haas, Nancy, Tyler, Stacy
School: Capella University
Department: Education
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
Publication Number: 10137564
ISBN: 978-1-339-93257-6
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