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Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency
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Maki, Kathrin E. – School Psychology Forum, 2018
Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…
Descriptors: Response to Intervention, Learning Disabilities, Disability Identification, School Psychologists
Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?
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Browarnik, Brooke; Bell, Sherry Mee; McCallum, R. Steve; Smyth, Kelly; Martin, Melissa – Journal of the American Academy of Special Education Professionals, 2017
The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations…
Descriptors: Preservice Teachers, Self Efficacy, Disabilities, Regular and Special Education Relationship
Teacher Training for "Response to Intervention" at a Midwest University
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Barnett, LaDonna Jean – ProQuest LLC, 2012
The compelling force behind education is improving teacher quality. This research study was designed to find out how improving teacher quality in terms of RTI knowledge occurred at differing levels of instruction and how faculty perceived the changing role of general education teachers and administrators with regard to RTI. Participants in the…
Descriptors: Response to Intervention, Teacher Education, Teacher Attitudes, Teacher Role
Staff Development and Leadership Roles Related to Response to Intervention Levels of Implementation in Rural Schools
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Strohmyer, Karin A. – ProQuest LLC, 2010
The concepts of professional learning communities and organizational disciplines support staff development and leadership that lead to sustainable systems. Little research has examined the ability of rural schools to achieve sustainable systems. This quantitative design study considered the relationships between predictor variables of…
Descriptors: Evidence, Intervention, Staff Development, Leadership