Advisor(s) - Committee Chair
Lakeisha Meyer (Director),Carl Myers,Melissa Hakman
Department of Psychology
Specialist in Education
Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and knowledge of RTI. The findings revealed that differences in perceptions existed among teachers based on education level, grade level taught, RTI training received, knowledge level, and presence in a school implementing RTI. It was also found that those teachers with a low level of knowledge had more positive perceptions in regards to the benefit that RTI can have for teachers and students.
Educational Assessment, Evaluation, and Research | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching | Other Teacher Education and Professional Development | Secondary Education and Teaching | Special Education and Teaching | Teacher Education and Professional Development
Swigart, Ashley Elizabeth Moore, "Examining Teachers' Knowledge and Perceptions of Response to Intervention" (2009). Masters Theses & Specialist Projects. Paper 51.
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons