Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2010 Dissertations (MU)
    • 2010 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2010 Dissertations (MU)
    • 2010 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Impact of teacher concerns on response to intervention implementation

    Landon, Dorothy J., 1964-
    View/Open
    [PDF] public.pdf (2.201Kb)
    [PDF] Short.pdf (40.80Kb)
    [PDF] research.pdf (900.8Kb)
    Date
    2010
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    The purpose of the current research study is to describe the relationships between teacher concerns and level of "Response to Intervention" (RtI) use. Additionally, the study examined the influence demographic variables (gender, age, years of service, and level of degree) have on teacher concerns related to adopting RtI. The Concerns Based Adoption Model (CBAM, Hall & Hord, 1987; 2001) was used as a theoretical framework to conduct the study. The Stages of Concern Questionnaire (SoCQ),developed out of the CBAM, and Level of RtI Use Questionnaire (LRIUQ), developed by the researcher for this study, were used in the non-experimental, cross-sectional survey design to address the research questions. The SoCQ was used to evaluate concerns about innovation adoption by evaluating participant responses on each of seven scales, and the LRIUQ was used to evaluate teacher use of RtI based on a total scale score. Multiple regression analysis was used to evaluate relationships between concerns, RtI use, and teacher demographic characteristics. Overall, the study found that teachers who scored the highest on early stages of concern (0 and 1) scored low on RtI use, which supports Hall and Hord's (1987) concerns theory. In addition, gender status was found to potentially be predictive of teacher concerns. Males in this study were more likely to have Stage 1 and Stage 2 concerns, indicating that they are in early stages of RtI use. The findings from this study may have implications for how teachers are trained, which teachers are hired, how RtI is introduced to teachers and how they can be included in the process to facilitate greater buy-in, and how teachers are coached through professional development
    URI
    https://hdl.handle.net/10355/8890
    https://doi.org/10.32469/10355/8890
    Degree
    Ph. D.
    Thesis Department
    Education, school and counseling psychology (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • 2010 MU dissertations - Freely available online
    • Educational, School, and Counseling Psychology electronic theses and dissertations (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems