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ERIC Number: ED557467
Record Type: Non-Journal
Publication Date: 2012
Pages: 200
Abstractor: As Provided
ISBN: 978-1-3211-3099-7
Implementing Response to Intervention in Title I Elementary Schools: A Quantitative Study of Teacher Response Relationships
Webster, Katina F.
ProQuest LLC, Ed.D.Ed.Lead. Dissertation, University of Phoenix
General educators and special educators in Title I elementary schools perceive the relationships between principles of RTI and their state RTI framework, the implementation of RTI, and professional development received in RTI differently. A quantitative survey-based research methodology was employed including the use of Cronbach's alpha to determine inter-item reliability of the electronic survey designed for the study, Pearson r Moment Correlation Coefficient to determine relationships between variables, and the inferential statistic, t-test, to determine differences between groups of general and special educators. Results showed general educators had stronger correlations between the eight core variables than did special educators based on a 0.05 confidence level. The strongest differences between groups suggested that special educators viewed identifying low achievers using universal screening as more important than general educators. Other differences were not significant. Recommendations included providing the school district under study with technical support and training from the state and a consistent message regarding implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A