Response To Intervention And The Perceived Academic Self Efficacy Of Urban Elementary Students
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| Author | : Nicholas Allen Polko |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : |
Response to Intervention (RtI) is a multi-tiered system of support that provides varying levels of intervention to address academic achievement. This data-driven framework allows educators to categorize students into tiers and identify specific areas of strength and weakness. Yet, the problem the study seeks to address is that educators have a limited understanding of the self-reported academic self-efficacy of students in the varying levels of an RtI model. This mixed methods study investigated the perceptions of elementary-aged students and general education teachers. Through the administration of itemized rating scale survey, student academic self-efficacy perceptions were reported. The researcher also conducted five one-on-one interviews with general education teachers to garner their viewpoints regarding differences, if any, between academics, behaviors, and motivations between students in different RtI tiers. Archival records of RtI student movement data and change scores were also reviewed. An analysis of the survey data revealed that students in Tier III of an RtI framework, have statistically lower levels of academic self-efficacy than their Tier I or Tier II peers. The reports of general education teachers revealed that on average, teachers had lower academic expectations for Tier III students than their Tier I or Tier II peers. A final analysis of the archival records review indicated that mean test change scores for Tier III students were statistically lower than the mean test change scores for Tier I or Tier II students. This research allows elementary educators to gain stronger understanding of the academic self-efficacy perceptions of Tier I, Tier II, and Tier III students within a RtI system. The results of this study suggest that educational leaders must continue to reflect upon current practices and seek innovative ways to target and improve the academic self-efficacy levels of elementary students.
| Author | : Stefania Izzo |
| Publisher | : |
| Total Pages | : 358 |
| Release | : 2014 |
| Genre | : Reading |
| ISBN | : 9781303847202 |
The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.
| Author | : Sherri Amanda Wallace |
| Publisher | : |
| Total Pages | : 274 |
| Release | : 2014 |
| Genre | : Education Administration |
| ISBN | : |
Educational legislators nationwide are advocating for the correlation of student achievement with teacher evaluation. Districts have adopted Response to Intervention as a way to prescribe, implement, and progress monitor interventions to enhance academics and decrease negative behaviors. What happens when teachers are not comfortable with incorporating new mandated processes? Professional development and readiness play an important role of self-efficacy. In this explanatory sequential study, the focus was to determine if there was a relationship between teacher perceived self-efficacy when prescribing, implementing, and progress monitoring academic and behavioral interventions while incorporating Response to Intervention (RtI) in a Pennsylvania urban public elementary school. The cross-sectional based Perception of RtI Skills Survey and open-ended individual interviews were used to examine the following research questions: Is there are relationship between teacher self-efficacy and prescribing and implementing academic and behavioral interventions while implementing Response to Intervention (RtI)? Is there a correlation between teacher's year of experience in education and their current position, teacher education, and perceived self-efficacy when using the RtI model? What teacher knowledge and tools are needed for successful incorporation of RtI? Seventeen general and special education teachers completed both phases of the study. Four major themes emerged from the study: understanding the teacher's role in prescribing and implementing behavioral interventions, managing Response to Intervention academic and behavior interventions in the general and special education classroom with fidelity, and understanding how to identify and use academic and behavior resources, and using technology to progress monitor. The study's results concluded teachers are not secure in using diagnostic tools and interventions for behavior. The consistent review of monitoring tools could help to ensure teachers understand how to progress monitor and input data in the Online Teacher Accountability System. There are four recommendations for promoting positive teacher self-perceived efficacy when using RtI. The data supports a critical need for understanding the multifaceted tiers for academic and behavior interventions, the identification of universal screenings and interventions at all tiers for each grade level, support in progress monitoring when using technology, and ongoing program evaluation to refine professional development to target school-based needs. Keywords: Response to Intervention, teacher perceived self-efficacy, academic interventions, behavioral interventions
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 497 |
| Release | : 2002-08-30 |
| Genre | : Social Science |
| ISBN | : 0309170818 |
Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
| Author | : Wadhera, Tanu |
| Publisher | : IGI Global |
| Total Pages | : 386 |
| Release | : 2020-03-13 |
| Genre | : Medical |
| ISBN | : 1799830705 |
Disorder-assistive and neurotechnological devices are experiencing a boom in the global market. Mounting evidence suggests that approaches based on several different domains should move towards the goal of early diagnosis of individuals affected by neurodevelopmental disorders. Using an interdisciplinary and collaborative approach in diagnosis and support can resolve many hurdles such as lack of awareness, transport, and financial burdens by being made available to individuals at the onset of symptoms. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders is a pivotal reference source that explores neurodevelopmental disorders and a diverse array of diagnostic tools and therapies assisted by neurotechnological devices. While covering a wide range of topics including individual-centered design, artificial intelligence, and multifaceted therapies, this book is ideally designed for neuroscientists, medical practitioners, clinical psychologists, special educators, counselors, therapists, researchers, academicians, and students.
| Author | : Patricia A Decoster |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : Electronic dissertations |
| ISBN | : |
Academic self-efficacy, an individual’s judgement of his or her capacity to perform specific academic tasks, is described through a phenomenological study using interview, field notes and survey data. Academic self-efficacy is a main driver of motivation, stamina and resilience, qualities especially necessary within urban settings. The problem of practice is framed within the context of recent urban secondary structural reforms efforts to increase understanding of how students perceive their own self-efficacy as many studies in this area have been quantitative in nature and based on outcome indicators such as grades, attendance and graduation rates. Using a mixed methods convergent design, the data was used to extract four emergent themes that students identified as having a positive or negative impact on their academic self-efficacy. The implications for school and district leadership are discussed in light of these findings with specific attention to the collection and use phenomenological data within urban schools to improve instruction and school climate.
| Author | : Lauren Merriman |
| Publisher | : |
| Total Pages | : 98 |
| Release | : 2012 |
| Genre | : Gifted children |
| ISBN | : |
"The purpose of this research is to document the best practices for helping gifted elementary school students develop their self-efficacy. Interviews with educators of gifted students reveal strategies elementary school teachers can implement in their mainstream classrooms to help gifted students expand their learning and develop the self-efficacy necessary to become confident, inquisitive, life-long learners." -- from the abstract, p.5.
| Author | : Jeffrey A. Rosen |
| Publisher | : RTI Press |
| Total Pages | : 216 |
| Release | : 2010-09-27 |
| Genre | : Education |
| ISBN | : 1934831026 |
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
| Author | : |
| Publisher | : Elsevier |
| Total Pages | : 363 |
| Release | : 2011-04-28 |
| Genre | : Psychology |
| ISBN | : 0080475043 |
This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions. Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a "must-have" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. The chapters have been written for scholars in the area, but authors also wrote with graduate students in mind. Therefore, the book is also be a great volume for graduate seminars. - Provides in-depth examination of emotions in educational contexts - Includes international roster of contributors who represent a variety of disciplines - Represents a number of different research approaches
| Author | : Robert Bertrando |
| Publisher | : Routledge |
| Total Pages | : 216 |
| Release | : 2014-01-09 |
| Genre | : Education |
| ISBN | : 1317919181 |
The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and “faddish” ideas which lack a research base.
