東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An Analysis of Principals' Perceptio...

Redditt, Kathryn King.

FindBook

Google Book

Amazon

博客來

An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention./
作者:	Redditt, Kathryn King.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13857968
ISBN:	9781088331521

An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention.
Redditt, Kathryn King.

An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 131 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ed.D.)--The University of Memphis, 2019.

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

Recent resounding dialogue surrounding school improvement has led to reform initiatives including Response to Instruction and Intervention (RTI2). Although all 50 states have implemented some form of an RTI model, Tennessee's state-wide framework to address struggling learners has placed us at the forefront of educational reform. The Response to Instruction and Intervention (RTI2) initiative in Tennessee was implemented as a framework for teaching and learning to ensure success for all learners through a model of high expectations and supports for students. The lack of research surrounding the perceptions of principals regarding RTI2 in their respective schools and districts has created a gap of knowledge. To avoid the impediment of a lack of fidelity to the RTI2 framework this study sought to add to the limited research and analyze current practices in 5 municipal districts. This quantitative study utilizes survey research as a secondary analysis of the RTI2 implementation in 5 municipal school districts. Previously published data including responses to questions on 5 constructs of RTI2 from the Tennessee Educator Survey and demographic data from the Tennessee School District Report Card were investigated. The study sought to answer two overarching questions surrounding the school districts' and school principals' biggest successes and continued challenges. The data was analyzed through four research questions using a Friedman rank sum test, T-test, Shapiro-Wilk, linear regressions, and a multiple regression.

ISBN: 9781088331521Subjects--Topical Terms:

529436
Educational leadership.

An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention.
LDR:02640nmm a2200325 4500 001 2264916
005 20200515113433.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781088331521
035 $a (MiAaPQ)AAI13857968
035 $a AAI13857968
040 $a MiAaPQ $c MiAaPQ
100 1 $a Redditt, Kathryn King. $3 3542055
245 1 3 $a An Analysis of Principals' Perceptions of Their Levels of Response to Instruction and Intervention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 131 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Boudreaux, Mary K.
502 $a Thesis (Ed.D.)--The University of Memphis, 2019.
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 Recent resounding dialogue surrounding school improvement has led to reform initiatives including Response to Instruction and Intervention (RTI2). Although all 50 states have implemented some form of an RTI model, Tennessee's state-wide framework to address struggling learners has placed us at the forefront of educational reform. The Response to Instruction and Intervention (RTI2) initiative in Tennessee was implemented as a framework for teaching and learning to ensure success for all learners through a model of high expectations and supports for students. The lack of research surrounding the perceptions of principals regarding RTI2 in their respective schools and districts has created a gap of knowledge. To avoid the impediment of a lack of fidelity to the RTI2 framework this study sought to add to the limited research and analyze current practices in 5 municipal districts. This quantitative study utilizes survey research as a secondary analysis of the RTI2 implementation in 5 municipal school districts. Previously published data including responses to questions on 5 constructs of RTI2 from the Tennessee Educator Survey and demographic data from the Tennessee School District Report Card were investigated. The study sought to answer two overarching questions surrounding the school districts' and school principals' biggest successes and continued challenges. The data was analyzed through four research questions using a Friedman rank sum test, T-test, Shapiro-Wilk, linear regressions, and a multiple regression.
590 $a School code: 1194.
650 4 $a Educational leadership. $3 529436
650 4 $a Reading instruction. $3 2122756
650 4 $a Education policy. $3 2191387
690 $a 0449
690 $a 0535
690 $a 0458
710 2 $a The University of Memphis. $b Leadership & Policy Studies. $3 3348193
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 1194
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13857968