Assessing Teacher Concerns Regarding Response to Instruction and Intervention

dc.contributor.advisor Snead, Donald McKinney, Darlene Elizabeth
dc.contributor.committeemember Phillips, Joseph
dc.contributor.committeemember Melton, Marcia
dc.contributor.department Elementary & Special Education en_US 2016-08-15T15:02:40Z 2016-08-15T15:02:40Z 2016-05-02
dc.description.abstract All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI2), Tennessee’s design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle Tennessee. The Concerns Based Adoption Model (CBAM) and the Stages of Concern Questionnaire (SoCQ) were used to gather results for this study. These differences in the stages of concern are described between faculty position sub-groups, teachers receiving Teacher Effect Data and those teachers not receiving Teacher Effect Data from the Tennessee Department of Education, and between teacher effectiveness levels, levels 1, 2, 3, 4, and 5 as reported by the Tennessee Value Added Assessment System. Ed.D.
dc.publisher Middle Tennessee State University
dc.subject Change Process
dc.subject Concern Based Adoption Model
dc.subject Elementary
dc.subject Response to Intervention
dc.subject RTI2
dc.subject Stages of Concern
dc.subject.umi Education
dc.subject.umi Educational leadership
dc.thesis.degreegrantor Middle Tennessee State University
dc.title Assessing Teacher Concerns Regarding Response to Instruction and Intervention
dc.type Dissertation
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