NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101070
Record Type: Journal
Publication Date: 2016-May
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
A Quantitative Examination of School Leadership and Response to Intervention
Maier, Michael P.; Pate, James L.; Gibson, Nicole M.; Hilgert, Larry; Hull, Karla; Campbell, Patti C.
Learning Disabilities Research & Practice, v31 n2 p103-112 May 2016
This study sought to provide educational researchers, policy-makers, and professionals with quantitative data on the status of RTI implementation, as well as on which leadership behaviors have been associated with successful implementation. School psychologists and other RTI professionals rated their schools on RTI implementation using the RTI Essential Components Integrity Rubric and rated their school principals on leadership style using the Multifactor Leadership Questionnaire 5X. Descriptive data indicate that while schools have made progress, they have fallen far short of having fully implemented the RTI model. Multiple regression analysis identified transformational leadership as the predictive factor for RTI implementation, highlighting the importance of effective school leadership for this model.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire