Sycamore Scholars

Barriers to Implementation of RTI at the Secondary Level

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dc.contributor.author Holsapple, Nancy Jane
dc.date.accessioned 2015-10-05T20:27:59Z
dc.date.available 2015-10-05T20:27:59Z
dc.identifier.uri http://hdl.handle.net/10484/8034
dc.description.abstract The purpose of the study was to determine if there are differences among building administrators, guidance counselors, and special education directors on a perceived level of implementation of Response to Intervention (RTI) at the secondary level. The study also examined whether or not RTI serves as a predictor of students identified in special education. This study did not find a significant difference between perceptions of Indiana high school counselors, Indiana high school administrators and Indiana special education directors. The study also revealed the six indicators of RTI do not serve as predictors for students who are identified in special education. Of the three groups surveyed, one indicator was consistently identified as being fully knowledgeable in this model; the RTI administers curriculum-based measurements for progress monitoring easily and efficiently.
dc.description.statementofresponsibility Nancy Jane Holsapple
dc.language.iso en_US
dc.subject.lcsh Response to intervention (Learning disabled children).
dc.title Barriers to Implementation of RTI at the Secondary Level
dc.type Dissertation
dc.date.graduationmonth May
dc.date.published 2013
dc.description.committeechair McDaniel, Terry
dc.description.committeemembers Gruenert, Steve
dc.description.committeemembers Milner, Carolyn
dc.description.degree Doctor of Philosophy
dc.description.department Department of Educational Leadership, Administration, and Foundations
dc.description.imprint Cunningham Memorial Library, Terre Haute, Indianan State University.
dc.description.itemidetd ISU-Dissertation-May-2013
dc.description.level Doctoral
dc.description.note Title from document title page. Document formatted into pages: contains 101p.:Includes appendix and bibliography.


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