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Dissertation
Teachers' Reported Beliefs With Regard to Response to Intervention In a Southeastern United States School District
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2010
Abstract
This descriptive survey study explored beliefs reported by teachers toward Response to Intervention strategies by utilizing the theory of planned behavior as the theoretical framework. The constructs within the theory of planned behavior that were used for this study included behavioral beliefs, normative beliefs, control beliefs, attitude toward the behavior, subjective norm, perceived behavioral control, and intention. Semantic differential items were used for the teacher attitude survey to measure each construct of the theory of planned behavior relative to Response to Intervention strategies differentiation; systematic assessment; progress monitoring; and the implementation of scientific, research-based instructional strategies and interventions. Seven research questions were generated from the theoretical framework for descriptive analysis. Eighty-seven primary grade-level teachers in a southeastern United States school district were administered the teacher attitude survey and responses were analyzed using descriptive statistics, frequency distributions, correlation, and analysis of variance statistical procedures. Descriptive study findings suggest that reported teachers' beliefs relative to the 7 constructs of the theory range from neutral to positive indicating generally positive and accepting attitudes and beliefs toward Response to Intervention strategies. In addition, results of the correlation analyses provided evidence of strong alignment of the theoretical constructs within the reported beliefs of teachers in the study. Analysis of variance findings indicated that the demographics-age, years of experience, and level of educational preparation—were not substantially affecting study participants' responses. Implications of the study for future research efforts include evaluating the components that teachers perceive as limiting the use of Response to Intervention strategies, observing teachers' classroom behaviors in order to explain the phenomenon within Response to Intervention, developing professional development that explicitly provides resources to support teachers using Response to Intervention strategies, and solidifying the theory of planned behavior with Response to Intervention with measurement of each component of Response to Intervention separately and at different intervals of time.
Details
- Title
- Teachers' Reported Beliefs With Regard to Response to Intervention In a Southeastern United States School District
- Resource Type
- Dissertation
- Contributors
- David L. Stout (Committee Member)Charles O. Aplin (Committee Member)Sandra B. Davis (Committee Member)Carla J Thompson (Committee Chair) - University of West Florida, School of Education
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 264
- Copyright
- © 2010 Brandi Jones King
- Identifiers
- 99380090739206600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- Education; University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida