Show simple item record

dc.contributor.advisorCharette, Laci
dc.contributor.authorBucci, Giovanina
dc.date.accessioned2018-03-28T18:06:32Z
dc.date.accessioned2020-07-21T19:22:56Z
dc.date.available2018-03-28T18:06:32Z
dc.date.available2020-07-21T19:22:56Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/1221
dc.descriptionMaster's thesis, Department of Psychology, SUNY Plattsburgh
dc.description.abstractThe purpose of this study is to illuminate the knowledge and perceptions of Response to Intervention (RtI) among graduate students enrolled in SUNY Plattsburgh education-related programs. RtI, a tiered system designed to provide universal support and interventions to students based on a spectrum of needs, was first introduced in 2004. The system continues to evolve within schools as stakeholders (i.e. administrators, educators and specialists) navigate their roles, expectations, and understanding of the realm and structure of RtI. Programs represented in this study following the collection of surveys include: Adolescent Education, Childhood/Special Education, Special Education, and School Psychology. An overview of how subscription to and training within a particular program correlates to knowledge and perceptions of RtI is used as grounds for discussing the implications for the systemsâ success.
dc.language.isoen_US
dc.titleKnowledge and Perceptions of Response to Intervention Among Graduate Students Enrolled in Education-Related Programs
dc.typeThesis
refterms.dateFOA2020-07-21T19:59:29Z
dc.description.institutionSUNY Plattsburgh
dc.description.advisorCommittee Members: William Gaeddert and Patricia Egan


Files in this item

Thumbnail
Name:
fulltext.pdf
Size:
578.7Kb
Format:
PDF
Description:
full-text thesis

This item appears in the following Collection(s)

Show simple item record