An Investigation of RtI/MTSS Knowledge, Skill, and Confidence Within Teacher Education-Reference-Cited by-同舟云学术

An Investigation of RtI/MTSS Knowledge, Skill, and Confidence Within Teacher Education

Published:2022-03-25 Issue:1 Volume:5 Page:1-19
ISSN:2572-4878
Container-title:International Journal of Teacher Education and Professional Development
language:ng
Short-container-title:

Author:

Skaar Nicole R.¹,Schmitz Stephanie L.¹,Beckman Nichole¹

Affiliation:

1. University of Northern Iowa, USA

Abstract

Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) are methods for meeting the needs of all students in the United States and other countries throughout the world. The purpose of this study was to assess preservice teachers’ knowledge of and confidence in RtI/MTSS implementation and assess faculty knowledge and integration of this content into the teacher education curriculum. Participants were preservice teachers and faculty members of the same Midwestern University. Implications for in-service training and teacher preparation programs are discussed in light of the findings.

Publisher

IGI Global

Subject

General Medicine

Reference63 articles.

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3. Anderson, P. (2015, November 15). Public universities transition to yearlong student teaching. The Washington Times. http://www.washingtontimes.com/news/2015/nov/15/public-universities-transition-to-yearlong-student/?page=all

4. General Education Pre-Service Teachers’ Levels of Concern on Response to Intervention (RTI) Implementation

5. Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs