Education Commons^™

Developing A Scale To Assess Self-Efficacy For Response To Intervention Practices In Schools, Susan K. Barnes, Melinda S. Burchard

NERA Conference Proceedings 2009

Response to Intervention (RTI) is an educational model required by the No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA). This multi-tiered approach integrates ongoing assessment of individual student progress with targeted instruction, a process previously reserved for students with special needs. Educators are required to use RTI to monitor all children, even those not identified for special services. Effective educators need training in selecting appropriate instruments and conducting accurate assessments. This presentation describes the development of a scale to measure self-efficacy of educators using RTI to better identify areas in which educators need additional support.

The Relationship Between Parental Involvement And Student Achievement In Three Working Class Elementary Schools, Laurie Zickler-Bandlow

Seton Hall University Dissertations and Theses (ETDs)

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Configurations Of Site-Based Financial Leadership Practice Within School Contexts, Sylvia Tegano

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study employed an ethnographic perspective to generate a grounded theory that contributes to the understanding of financial leadership practice in four elementary school contexts: Non Title I School, Title I School, Empowerment School and Charter School. The literature, interviews, observations, document analysis, and review of relevant financial artifacts at each site were used to form an Innovation Configuration Map, which represented financial leadership practice.

Results showed that financial leadership practices are rooted in targeted resource tools, mindful internal accountability routines, and collaborative, inquiry based mindsets of school practitioners. Moreover, variations emerged such that financial leadership practices adapted to the …