Elementary teachers’ and principals’ reporting of factors that impact the implementation of response to intervention

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dc.contributor.advisorPemberton, Jane
dc.creatorDouglas, Paula R.
dc.date.accessioned2019-07-11T13:01:37Z
dc.date.created2019-05
dc.date.issued7/8/2019
dc.date.submittedMay-19
dc.date.updated2019-07-11T13:01:37Z
dc.description.abstractThe purpose of this study was to examine factors that impact the implementation of Response to Intervention (RTI) as reported by teachers and principals. A non-experimental research survey design was used. Section one and two of the survey consisted of demographic information. Section three consisted of the research questions. The five components of RTI (universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis) were the independent variables in this study. The dependent variables in this study were the factors (knowledge, implementation, materials, and time) that impact the implementation of the RTI process on campus. The participants were asked about their levels of knowledge, level of campus implementation, availability of materials, and the amount of time needed to effectively implement the components of RTI, universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. The sample for the study consisted of 29 elementary teachers and 15 elementary principals in a North Central Texas urban school district. Findings from the study indicated that teachers’ overall level of knowledge, level of campus implementation, and materials of universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis were slightly less in comparison to principals. Overall, both teachers and principals reported having less time to implement universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. Additional data indicated teachers and principals were most confident in data analysis implementation and least confident in scientific based instruction.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/11274/11602
dc.language.isoen
dc.subjectResponse to intervention
dc.subjectUniversal screening
dc.subjectTiered instruction
dc.subjectScientific based instruction
dc.subjectProgress monitoring
dc.subjectData analysis
dc.titleElementary teachers’ and principals’ reporting of factors that impact the implementation of response to intervention
dc.typeThesis
dc.type.materialtext
local.embargo.lift5/1/2020
local.embargo.terms5/1/2020
thesis.degree.departmentTeacher Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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