Download or read book Response to Intervention and the Perceived Academic Self Efficacy of Urban Elementary Students written by Nicholas Allen Polko and published by . This book was released on 2019 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) is a multi-tiered system of support that provides varying levels of intervention to address academic achievement. This data-driven framework allows educators to categorize students into tiers and identify specific areas of strength and weakness. Yet, the problem the study seeks to address is that educators have a limited understanding of the self-reported academic self-efficacy of students in the varying levels of an RtI model. This mixed methods study investigated the perceptions of elementary-aged students and general education teachers. Through the administration of itemized rating scale survey, student academic self-efficacy perceptions were reported. The researcher also conducted five one-on-one interviews with general education teachers to garner their viewpoints regarding differences, if any, between academics, behaviors, and motivations between students in different RtI tiers. Archival records of RtI student movement data and change scores were also reviewed. An analysis of the survey data revealed that students in Tier III of an RtI framework, have statistically lower levels of academic self-efficacy than their Tier I or Tier II peers. The reports of general education teachers revealed that on average, teachers had lower academic expectations for Tier III students than their Tier I or Tier II peers. A final analysis of the archival records review indicated that mean test change scores for Tier III students were statistically lower than the mean test change scores for Tier I or Tier II students. This research allows elementary educators to gain stronger understanding of the academic self-efficacy perceptions of Tier I, Tier II, and Tier III students within a RtI system. The results of this study suggest that educational leaders must continue to reflect upon current practices and seek innovative ways to target and improve the academic self-efficacy levels of elementary students.
Download or read book Urban Elementary Teachers Reports of Perceived Self efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention RtI Framework written by Stefania Izzo and published by . This book was released on 2014 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.
Download or read book Response to Intervention written by Sherri Amanda Wallace and published by . This book was released on 2014 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational legislators nationwide are advocating for the correlation of student achievement with teacher evaluation. Districts have adopted Response to Intervention as a way to prescribe, implement, and progress monitor interventions to enhance academics and decrease negative behaviors. What happens when teachers are not comfortable with incorporating new mandated processes? Professional development and readiness play an important role of self-efficacy. In this explanatory sequential study, the focus was to determine if there was a relationship between teacher perceived self-efficacy when prescribing, implementing, and progress monitoring academic and behavioral interventions while incorporating Response to Intervention (RtI) in a Pennsylvania urban public elementary school. The cross-sectional based Perception of RtI Skills Survey and open-ended individual interviews were used to examine the following research questions: Is there are relationship between teacher self-efficacy and prescribing and implementing academic and behavioral interventions while implementing Response to Intervention (RtI)? Is there a correlation between teacher's year of experience in education and their current position, teacher education, and perceived self-efficacy when using the RtI model? What teacher knowledge and tools are needed for successful incorporation of RtI? Seventeen general and special education teachers completed both phases of the study. Four major themes emerged from the study: understanding the teacher's role in prescribing and implementing behavioral interventions, managing Response to Intervention academic and behavior interventions in the general and special education classroom with fidelity, and understanding how to identify and use academic and behavior resources, and using technology to progress monitor. The study's results concluded teachers are not secure in using diagnostic tools and interventions for behavior. The consistent review of monitoring tools could help to ensure teachers understand how to progress monitor and input data in the Online Teacher Accountability System. There are four recommendations for promoting positive teacher self-perceived efficacy when using RtI. The data supports a critical need for understanding the multifaceted tiers for academic and behavior interventions, the identification of universal screenings and interventions at all tiers for each grade level, support in progress monitoring when using technology, and ongoing program evaluation to refine professional development to target school-based needs. Keywords: Response to Intervention, teacher perceived self-efficacy, academic interventions, behavioral interventions
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Download or read book How Self efficacy is Perceived by Urban High School Students written by Patricia A Decoster and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic self-efficacy, an individual’s judgement of his or her capacity to perform specific academic tasks, is described through a phenomenological study using interview, field notes and survey data. Academic self-efficacy is a main driver of motivation, stamina and resilience, qualities especially necessary within urban settings. The problem of practice is framed within the context of recent urban secondary structural reforms efforts to increase understanding of how students perceive their own self-efficacy as many studies in this area have been quantitative in nature and based on outcome indicators such as grades, attendance and graduation rates. Using a mixed methods convergent design, the data was used to extract four emergent themes that students identified as having a positive or negative impact on their academic self-efficacy. The implications for school and district leadership are discussed in light of these findings with specific attention to the collection and use phenomenological data within urban schools to improve instruction and school climate.
Download or read book Noncognitive Skills in the Classroom written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2010-09-27 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Download or read book Developing Academic Self efficacy written by Lauren Merriman and published by . This book was released on 2012 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this research is to document the best practices for helping gifted elementary school students develop their self-efficacy. Interviews with educators of gifted students reveal strategies elementary school teachers can implement in their mainstream classrooms to help gifted students expand their learning and develop the self-efficacy necessary to become confident, inquisitive, life-long learners." -- from the abstract, p.5.
Download or read book Interdisciplinary Approaches to Altering Neurodevelopmental Disorders written by Wadhera, Tanu and published by IGI Global. This book was released on 2020-03-13 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disorder-assistive and neurotechnological devices are experiencing a boom in the global market. Mounting evidence suggests that approaches based on several different domains should move towards the goal of early diagnosis of individuals affected by neurodevelopmental disorders. Using an interdisciplinary and collaborative approach in diagnosis and support can resolve many hurdles such as lack of awareness, transport, and financial burdens by being made available to individuals at the onset of symptoms. Interdisciplinary Approaches to Altering Neurodevelopmental Disorders is a pivotal reference source that explores neurodevelopmental disorders and a diverse array of diagnostic tools and therapies assisted by neurotechnological devices. While covering a wide range of topics including individual-centered design, artificial intelligence, and multifaceted therapies, this book is ideally designed for neuroscientists, medical practitioners, clinical psychologists, special educators, counselors, therapists, researchers, academicians, and students.
Download or read book The One Stop Guide to Implementing RTI written by Maryln Appelbaum and published by SAGE. This book was released on 2009 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide offers strategies and how-to's for implementing RTI in classrooms and schoolwide, providing team-building techniques, academic and behavioral interventions, and more.
Download or read book Self Efficacy Beliefs of Adolescents written by Tim Urdan and published by IAP. This book was released on 2006-02-01 with total page 379 pages. Available in PDF, EPUB and Kindle. Book excerpt: The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
Download or read book Self Efficacy written by Robert Bertrando and published by Routledge. This book was released on 2014-01-09 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and “faddish” ideas which lack a research base.
Download or read book Literacy Program Evaluation and Development Initiatives for P 12 Teaching written by Lawrence, Salika A. and published by IGI Global. This book was released on 2016-09-01 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher leadership is a critical component of effective curriculum assessment and professional development. With teacher-led inquiry being utilized, schools can better improve their learning programs. Literacy Program Evaluation and Development Initiatives for P-12 Teaching is a pivotal resource for the latest research on the benefits of using teacher educators to facilitate the assessment and improvements of school literacy programs. Highlighting a range of relevant topics on professional learning and teacher leadership, this book is ideally designed for school administrators, teachers, researchers, and academics.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of Response to Intervention as a Tool to Raise Academic Achievement in Fifth Grade Students written by Alonna M. Van Scoy and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In education, the pendulum swings from one side to the other, with many methods of instruction being proven not effective and later found effective. The problem the researcher set out to find was; Is Response to Intervention (RTI) an effective tool to raise student academic achievement? RTI was a new method of instruction in 2010 and many schools within the nation began to implement this type of instruction, but did it work? The researcher collected student test scores from the California State Test (CST) and from the Little Lake City School District, in Norwalk, California, district benchmark assessments. Perception data and school process data was also collected from students and teachers at William Orr Elementary School, through surveys and interviews. The research found that RTI is an effective tool to help improve student academic achievement. In the years prior to the implementation of RTI, had been in place for 2.5 years, student test scores had risen dramatically. RTI is accountable for flexible groupings of students, student assessments to collect data, data reflections and collaboration, and scientifically proven methods of instruction. These components along with the data collected, prove that at William Orr Elementary School, RTI is an effective tool to raise student academic achievement.
Download or read book Investigating the Effects of a Performance Based Instructional System on the Perceived Academic Self efficacy and College Readiness of Students written by Michael Anthony Burchett (Jr.) and published by . This book was released on 2016 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Sociocognitive Writing Strategy Instruction on the Writing Achievement and Writing Self efficacy of Students with Disabilities and Typical Achievement in an Urban Elementary School written by Angeline A. Anderson and published by . This book was released on 1997 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Left Back written by Diane Ravitch and published by Simon and Schuster. This book was released on 2001-07-31 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this authoritative history of American education reforms in this century, a distinguished scholar makes a compelling case that our schools fail when they consistently ignore their central purpose--teaching knowledge.
