General educators’ experience with response to intervention.
2010-05
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General educators’ experience with response to intervention.
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2010-05
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Abstract
Since the reauthorization of the Individual with Disabilities Education Act (IDEA) in
2004, “Response to Intervention” (RtI) has permeated the field of education. With this
new educational framework, general classroom teachers are taking on many new
responsibilities. They are teaching more than just core reading instruction and using
assessments in ways that they did not before RtI. RtI also requires that they collaborate
more intensely and participate in staff developments more intently. The current study
aims to focus on classroom teachers and describing their experiences. The researcher
provides a review of literature concerning RtI and specific implications for the context
studied and includes a summary of descriptive research design. Using the framework
created by the literature review, the author describes the experiences of fifteen classroom
teachers in an early total immersion program. To conclude, the author specifies
limitations of the study, as well as implications for practitioners and researchers.
Description
University of Minnesota M.A. thesis. May 2010. Major: Education, Curriculum & Instruction. Advisor: Lori A. Helman, Ph.D. 1 computer file (PDF); ii, 76 pages, appendices A-C.
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Higbea, Ryan David. (2010). General educators’ experience with response to intervention.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/93144.
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