Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2013
Committee Chair or Co-Chairs
William Flora
Committee Members
Virginia Foley, Don Good, Kimberly Hale
Abstract
The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress Monitoring Process. Participants of the study included 246 K-3 regular education teachers from 4 Northeast Tennessee school systems. The survey achieved a 42% return rate for a total of 104 participants. Specifically, this research assessed K-3 regular education teachers’ perceptions of the RTI framework as a whole, their perceptions of the progress monitoring process, their perceptions of their readiness to implement an RTI framework, their perceptions of the effectiveness of the professional development opportunities they had been provided by their school systems regarding RTI, and their perceptions of the effectiveness of RTI on the academic growth of their at-risk students. The data sources analyzed consisted of a survey design using a 5-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed with a series of one-tailed single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of the RTI framework were significantly positive.
Document Type
Dissertation - unrestricted
Recommended Citation
Adams, Jarrod G., "Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions" (2013). Electronic Theses and Dissertations. Paper 1125. https://dc.etsu.edu/etd/1125
Copyright
Copyright by the authors.