Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: 2012*
(185 results)



Display: 20

    • Page 22

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 18 shown that the teacher variable is an important factor in student achievement. Only home related factors have a bigger influence (Kratochwill et al., 2007). NCLB (2002) requirements feature this change...
    • Page 23

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 25

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 21 student learning outcomes. This is accomplished through on-going collaboration and professional learning focused on understanding how students learn. New practices are learned, created, and implemented...
    • Page 26

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 22 meet and share should have priority. The school administration and school leadership team must implement these learning opportunities (Clauset & Murphy, 2012). Time for faculty to collaborate should be...
    • Page 27

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 23 Chapter 3 Methodology This research utilized a descriptive case study. The intent of the research was not to provide results that are generalizable to all educational settings, rather it is to provide...
    • Page 29

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 25 Teacher Knowledge and Implementation, Fechtelkotter (2010) Response-To-Intervention in Schools: A Survey of Current Practices and Teacher Perceptions in Two States, and guided questions provided in...
    • Page 30

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 26 directly related to RTI as presented by Buffum et al. (2012). The professional development on RTI includes a book study, action plans, reflection, an article study, mentoring, collaborating, coaching,...
    • Page 33

    •  
    • 27 to an hour or less. To form a baseline of information concerning teachers’ overall understanding of the RTI framework, the researcher began with interview questions created by Terry Ann Paradis (2011) from her dissertation. The questions were...
    • Page 32

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 28 Chapter 4 Results The purpose of the study was to examine the perceptions of general education teachers on the school-wide implementation of RTI. The study provided the researcher with usable data to...
    • Page 34

    •  
    • 28 out of respect for the educator’s time as well as to be sure to observe the class for the entire time allotted. An observational protocol (Creswell, 2012) was developed to focus on particular aspects of instruction and classroom dynamics. This...
    • Page 33

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 29 The open-response questions are reported in themes that emerged as described by the teachers surveyed. Teacher Knowledge of RTI Several statements from the survey (See Appendix A) addressed the...
    • Page 35

    •  
    • 29 during the interview. All participants were given a timeframe of the completion of the study and had the opportunity to view the final results of the study. The interviews began in early January 2012, when all Institutional Review Board...
    • Page 34

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 30 Table 1 Table 2 is used to organize teacher responses to the open-response questions in the survey that gave insight to teacher knowledge of RTI, as a result of professional development. Open-response...
    • Page 35

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 31 questions one and four were grouped together, and themed, using Buffum et al. (2012) essential principles. Table 2 Teacher Knowledge of...
    • Page 36

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 32 teacher indicated “Goals are set each trimester to determine what all students are expected to learn. Using common assessments to determine if high levels of learning are taking place.” Another...
    • Page 38

    •  
    • 32 area. The identities of all participants have been kept confidential and findings will be reported in this study without revealing their personal information. A Brief Explanation of the Studied School’s Framework The following is the...
    • Page 37

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 33 as a result of professional development: faculty book study; school-wide PLC sessions; article studies; teacher leader academy, opportunity to put into practice; guest presenter; and grade-level PLC...
    • Page 39

    •  
    • 33 of RTI implementation and an illustration of this school’s implementation of the framework. For the purpose of this paper, the researcher focused on interventions at Tiers 1 and 2. Figure 1: RTI Structure. This figure illustrates the structure...
    • Page 58

    •  
    • Apologia, Antapologia and Political Power 54 allegations and/or any wrongdoing, but when the truth finally came out, all used mortification followed by various other strategies. These were executed in similar fashion via press conferences, press...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK