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dc.contributor.advisorStone-Johnson, Corrie
dc.contributor.authorStafford, Bonnie
dc.contributor.author0000-0001-5703-5288
dc.date.accessioned2019-04-04T20:30:29Z
dc.date.available2019-04-04T20:30:29Z
dc.date.issued2019
dc.date.submitted2018-11-02 10:45:03
dc.identifier.urihttp://hdl.handle.net/10477/79337
dc.descriptionEd.D.
dc.description.abstractIn response to the Individuals with Disabilities Education Improvement Act Amendments of 2004 (IDEIA 2004), states have implemented Response to Intervention (RtI) programs, which increase the demands that are placed on the knowledge base and skills of general education teachers. RtI is a multi-tiered model that requires teachers to apply instructionally sound practices based on students’ needs, monitor students’ progress, and modify instruction based on students’ responses to the intervention. High-quality teaching and assessment methods are at the core of RtI. Teachers need to be proficient at implementing the RtI model and analyzing data if RtI is going to be effective in the general education classroom. High-quality teachers may not, however, feel equally efficacious for all teaching situations. To successfully meet students’ needs, fidelity of implementation of the RtI model is essential. The purpose of this study is to determine what factors impact general education teachers’ sense of self-efficacy to implement the RtI model in their classrooms.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherState University of New York at Buffalo
dc.rightsUsers of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.
dc.subjectEducational administration
dc.titleRESPONSE TO INTERVENTION: FACTORS AFFECTING GENERAL EDUCATION TEACHERS' PERCEPTIONS OF SELF-EFFICACY FOR IMPLEMENTATION
dc.typeDissertation
dc.rights.holderCopyright retained by author.


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