Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2016
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
John Boyd, Don Good, Karin Keith
Abstract
The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the early identification of students with learning difficulties. The data source analyzed consisted of a survey design using a 5-point Likert type scale. There were 5 research questions with 4 corresponding null hypothesis for each question. Research questions were analyzed using a single sample t test, independent t test, or an ANOVA. Results indicated that teachers perceived the Response to Intervention framework effective to a significant extent overall, in closing skills gaps, and aiding in the early identification of students with learning difficulties. They did not see the framework effective to a significant extent in aiding in the accurate identification of students with learning difficulties.
Document Type
Dissertation - unrestricted
Recommended Citation
Bruner, Whitney L., "Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness" (2016). Electronic Theses and Dissertations. Paper 3126. https://dc.etsu.edu/etd/3126
Copyright
Copyright by the authors.