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An Examination Of The Relationship Between Teaming Practices In Multi-Tiered Systems Of Support And Overall Implementation Fidelity Of Elementary School-Wide Reading Models, Stephney Anderson Gonzalez
An Examination Of The Relationship Between Teaming Practices In Multi-Tiered Systems Of Support And Overall Implementation Fidelity Of Elementary School-Wide Reading Models, Stephney Anderson Gonzalez
Theses and Dissertations
Multi-tiered systems of support (MTSS) have been increasingly implemented in schools since the re-authorization of the Individuals with Disabilities Act of 2004 and the Every Student Succeeds Act (ESSA) of 2015. Despite researchers’ efforts to identify elements of MTSS— including evidence-based practices, leadership and communication systems and structures to address learning needs— it has been challenging to identify what makes MTSS work in schools. In fact, researchers have found that schools who implement MTSS on their own tend to stray from the intended practices when the external support of coaches or research teams fades from the school (Balu, Zhu, Doolittle, …
Examining The Perceptions Of Early Elementary Classroom Teachers With Supplementary Literacy Certification, Theresa Boehm Marsicek
Examining The Perceptions Of Early Elementary Classroom Teachers With Supplementary Literacy Certification, Theresa Boehm Marsicek
Theses and Dissertations
Teacher expertise can have a large influence on student experiences and achievement. The purpose of this study was to explore the experiences, practices, and beliefs of early elementary classroom teachers who have supplementary literacy certification. Although characteristics of effective literacy teachers have been identified in previous research, a literature review indicated the current literature is lacking information regarding teachers with this additional literacy certification. In this phenomenological study, data was collected through semi-structured one-on-one interviews and analyzed using the interpretative phenomenological analysis procedure. The sixteen participants taught kindergarten, first, or second grade in Wisconsin (WI) and held a WI Reading …