Browsing by Author "Hedrick, Sandra I."

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    An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools
    Hedrick, Sandra I. (Virginia Tech, 2010-12-08)
    The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of constructs determined through the literature to be effective aspects of collaborative models. Further, the purpose of this study was to examine the participants' perceptions of their own readiness to participate in their roles as collaborative educators and supervisors as prepared by their professional preparation programs. This mixed methods study used both quantitative methods to evaluate graduation data and qualitative methods to analyze open ended survey questions to describe experiences of teachers and administrators in three high schools in public schools in Virginia. Participating districts were chosen based on graduation data for school year 2009, in which participating schools were in the three districts with the highest graduation rates for students with at least a standard diploma. Teachers participating were a collaborative teaching pair from one school within each district chosen by the participating school's principal. Data were collected from open ended surveys from participants and graduation data from the Virginia Department of Education Website. Results are presented in descriptive form from participants and graduation data.
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    School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools
    Daniel, David S. (Virginia Tech, 2015-12-03)
    The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.