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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorJennings, Holly (Educator)eng
dc.date.issued2018eng
dc.date.submitted2018 Springeng
dc.descriptionDr. Sandy Hutchinson, Dissertation Supervisor.eng
dc.descriptionIncludes vita.eng
dc.descriptionField of Study: Educational Leadership and Policy Analysis.eng
dc.description"May 2018."eng
dc.description.abstractHigher achievement scores, skill building, and closing the achievement gap are all anticipated results when providing academic interventions to students. When using Response to Intervention (RtI), a three tiered model where academic interventions are provided systematically to improve student outcomes, teachers would expect academic success from students. However, one middle school is experiencing positive unintended consequences that are lifelong skills students need to succeed. Accountability, self-advocacy and relationship building are all components that have been reported by teachers who are using BOOST, a RtI model created uniquely to fit the needs of a middle school in the Midwest. BOOST stands for Broadening Opportunities to Obtain Superior Thinking; it is a tier two academic intervention program. This qualitative study used focus groups and interviews to gain perceptual data regarding the use of a tier-two academic intervention model.eng
dc.description.bibrefIncludes bibliographical references (pages 151-159).eng
dc.format.extentvi, 160 pages : illustrationseng
dc.identifier.merlinb126392419eng
dc.identifier.oclc1065525922eng
dc.identifier.urihttps://hdl.handle.net/10355/66085
dc.identifier.urihttps://doi.org/10.32469/10355/66085eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Licenseeng
dc.titleA study of the teacher perceptions of the boost program : a tier two academic intervention program at a middle schooleng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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