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Knowledge, perceptions, and implemen...

Seigel, Stephanie P.

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Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings./
Author:	Seigel, Stephanie P.
Description:	120 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3625052
ISBN:	9781303994784

Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings.
Seigel, Stephanie P.

Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings. - 120 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

Barnett, VanDerHeyden, and Witt (2007) define RTI as an integrated system for universal screening and progress monitoring linked with academic or social/emotional/behavioral intervention design. RTI has numerous positive outcomes in Grades K-12 including, but not limited to, decreases in special education referrals, earlier identification of academic or behavior deficits, and higher inclusion rates (Barnett et al., 2007; Gresham, 2007). In recent years, there has been growing interest in applying an RTI model to pre-kindergarten (pre-k) classrooms to increase young students' achievement and classroom quality. Many goals of RTI are congruent with the goals of pre-k education, such as the use of frequent measurement to monitor young children's growth and development over time combined with early intervention. Thus, early childhood experts suggest that the application of RTI to pre-k settings is beneficial (Barnett et al., 2007). The purpose of this study was to explore the status of RTI implementation in pre-k classrooms. A comprehensive survey was electronically disseminated to a national sample of lead pre-k teachers and building principals from public pre-k programs. The majority of principals and teachers reported familiarity with and involvement in the implementation of RTI in pre-k classrooms. Teachers are the centerpiece in an educational change effort, such as RTI, and can significantly influence its effectiveness (Brown-Chidsey & Steege, 2005). Findings showed that teacher's self-efficacy and years of experience positively influence their knowledge, acceptability, and implementation of RTI practices. Additionally, teachers with higher levels of knowledge and who perceive more support for implementation report higher levels of RTI implementation.

ISBN: 9781303994784Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings.
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245 1 0 $a Knowledge, perceptions, and implementation of response to intervention in public pre-kindergarten settings.
300 $a 120 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Maribeth Gettinger.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Barnett, VanDerHeyden, and Witt (2007) define RTI as an integrated system for universal screening and progress monitoring linked with academic or social/emotional/behavioral intervention design. RTI has numerous positive outcomes in Grades K-12 including, but not limited to, decreases in special education referrals, earlier identification of academic or behavior deficits, and higher inclusion rates (Barnett et al., 2007; Gresham, 2007). In recent years, there has been growing interest in applying an RTI model to pre-kindergarten (pre-k) classrooms to increase young students' achievement and classroom quality. Many goals of RTI are congruent with the goals of pre-k education, such as the use of frequent measurement to monitor young children's growth and development over time combined with early intervention. Thus, early childhood experts suggest that the application of RTI to pre-k settings is beneficial (Barnett et al., 2007). The purpose of this study was to explore the status of RTI implementation in pre-k classrooms. A comprehensive survey was electronically disseminated to a national sample of lead pre-k teachers and building principals from public pre-k programs. The majority of principals and teachers reported familiarity with and involvement in the implementation of RTI in pre-k classrooms. Teachers are the centerpiece in an educational change effort, such as RTI, and can significantly influence its effectiveness (Brown-Chidsey & Steege, 2005). Findings showed that teacher's self-efficacy and years of experience positively influence their knowledge, acceptability, and implementation of RTI practices. Additionally, teachers with higher levels of knowledge and who perceive more support for implementation report higher levels of RTI implementation.
590 $a School code: 0262.
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650 4 $a Education, Early Childhood. $3 1017530
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710 2 $a The University of Wisconsin - Madison. $b Educational Psychology. $3 3170079
773 0 $t Dissertation Abstracts International $g 75-10A(E).
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793 $a English
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