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Articles 1 - 4 of 4
Full-Text Articles in Education
Response To Intervention: K-8 Regular Education Teachers' Perceptions Of Effectiveness, Whitney L. Bruner
Response To Intervention: K-8 Regular Education Teachers' Perceptions Of Effectiveness, Whitney L. Bruner
Electronic Theses and Dissertations
The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the early identification of students with learning difficulties. The data source analyzed consisted …
The Reading Intervention Program Making Connections Intervention And Tennessee Comprehensive Assessment Program Scores In One East Tennessee School District, Jami H. Corwin
Electronic Theses and Dissertations
The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings …
Student Achievement In Response To Intervention Groups, Allison L. Gardenhour
Student Achievement In Response To Intervention Groups, Allison L. Gardenhour
Electronic Theses and Dissertations
The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated …
Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins
Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins
Electronic Theses and Dissertations
Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene, …