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ERIC Number: EJ1040678
Record Type: Journal
Publication Date: 2014-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-2159-2020
Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation
Marrs, Heath; Little, Suzanne
Contemporary School Psychology, v18 n1 p24-34 Mar 2014
As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and challenges to successful implementation of RTI were conducted. Participants identified a number of potential barriers and challenges, including the need for leadership, structural barriers such as lack of time and training, and resistance from school staff, including school psychologists. These findings should help inform professional development for school psychologists making the transition to practice in an RTI model, and also help in understanding the many possible barriers that arise when attempting significant educational reform efforts such as RTI.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A