Dissertation
Evaluating school climate, teacher self-efficacy of implementation practices, and student outcomes within a multi-tiered framework of instruction
Doctor of Education (Ed.D.), Drexel University
Dec 2017
DOI:
https://doi.org/10.17918/etd-7869
Abstract
As the U.S. Congress continues to increase its demand for accountability and student outcomes, school districts are finding unique ways to meet these challenges in education reform. The Every Student Succeeds Act (ESSA) stresses closing the achievement gap for students who are disadvantaged and have high needs. The act calls for the use of evidence-based intervention models to positively affect student outcomes. Some schools have responded to this challenge by implementing multi-tiered learning strategies that contain the core components as described in the Individuals With Disabilities Education Act (IDEA). Some schools are successful with the use of these multi-tiered learning models, while others are not. Perhaps the difference in success is a result of the influence of other variables found within the learning environment. Research indicates school climate and teacher self-efficacy of implementation practices are major factors in student outcomes and are often the target of school reform. It is easier to evaluate concrete variables that affect the learning environment, and it is more difficult to evaluate and alter those that are abstract and more subjective. However, if schools are able to alter their school climate and change teacher self-efficacy, theoretically, student outcomes would change. This case-study involved an evaluation of school climate as mediating the relationship between teacher self-efficacy and student outcomes in two elementary schools located in an urban New Jersey public school district. Each program was located within the same district and accessed the same multi-tiered learning framework of instruction and RTI consultant, but different student outcomes resulted.
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Details
- Title
- Evaluating school climate, teacher self-efficacy of implementation practices, and student outcomes within a multi-tiered framework of instruction
- Creators
- Laura Elizabeth Venello - DU
- Contributors
- Constance Lyttle (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 156 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7869; 991014631956704721