Assessing Teacher Concerns Regarding Response to Instruction and Intervention

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dc.contributor.advisorSnead, Donald
dc.contributor.authorMcKinney, Darlene Elizabeth
dc.contributor.committeememberPhillips, Joseph
dc.contributor.committeememberMelton, Marcia
dc.contributor.departmentElementary & Special Educationen_US
dc.date.accessioned2016-08-15T15:02:40Z
dc.date.available2016-08-15T15:02:40Z
dc.date.issued2016-05-02
dc.description.abstractAll 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.
dc.description.degreeEd.D.
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/4965
dc.publisherMiddle Tennessee State University
dc.subjectChange Process
dc.subjectConcern Based Adoption Model
dc.subjectElementary
dc.subjectResponse to Intervention
dc.subjectRTI2
dc.subjectStages of Concern
dc.subject.umiEducation
dc.subject.umiEducational leadership
dc.thesis.degreegrantorMiddle Tennessee State University
dc.titleAssessing Teacher Concerns Regarding Response to Instruction and Intervention
dc.typeDissertation

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