Electronic Theses and Dissertations

Identifier

2473

Date

2015

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Leadership and Policy Studies

Concentration

Educational Leadership

Committee Chair

Larry McNeal

Committee Member

Reginald Green

Committee Member

DeAnna Owens

Committee Member

William Hunter

Abstract

The purpose of this researchwas to determine to which extent, as measured both by implementation stage and by number of implementation activities, was RTI being implemented in school districts in Tennessee. In addition the purpose was to determine what impact did special education administrators in Tennessee perceive that RTI implementation has had on student educational outcomes as arbitrated by state support, district support, and adequate professional development opportunities. A sample of 65 special education administrators across the state of Tennessee participated in the study. Participants completed an online version of theSpecial Education Administrators Perceptions of Response to Intervention Surveywhich investigated the administrators’ perceptions regarding RTI implementation within the school districts in Tennessee and current practices. Chi-square of Independence determined that there was a significant relationship between RTI implementation level and the number of utilized activities and special education administrators’ perception of district-level support, but not a significant relationship when measured by special education administrators’ perception of state-level support. When measuring whether the established five positive outcomes were associated with special education administrators’ perception of the overall impact of implementing RTI and their perceptions of state-and district-level support for RTI, the relationships test revealed that there were no significant differences in the mean sum positive outcomes between district-level fully supportive and district-level not fully supportive. However, this study revealed that there was a significant difference in mean sum of the five positive outcomes and state-level fully supportive and state-level not fully supportive. Chi square determined that there was a significant difference between special education administrators’ perceptions of the adequacy of professional development opportunities and the sum of special education administrators’ reported RTI procedures implemented or planned. The final test of relationships determined that the five positive outcomes and special education administrators’ perception of the overall impact of implementing RTI and their perceptions of their professional development opportunities was statistically significant.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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