Year: 2009
Type: dissertation
Study design: Observational Study
Abstract: Since recent regulations allow the use of response to intervention (RTI) for specific learning disability determination, many districts have implemented RTI. This study surveyed a stratified random sample of 2,000 teachers in Pennsylvania with 141 usable responses. The purpose of this study was to ascertain teacher understanding of components of RTI in districts using and not using RTI and to determine if district implementation procedures impacted perceived effectiveness. Overall, the groups were similar in understanding and perceived importance of RTI components; however, there were small but notable differences. Respondents with higher levels of perceived effectiveness indicated greater support from a variety of personnel. The results suggest that teachers require additional training and support in understanding and applying components of RTI.
Author: Gabrielle Wilcox
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W193838646