Abstract
All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI2), Tennessee’s design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle Tennessee. The Concerns Based Adoption Model (CBAM) and the Stages of Concern Questionnaire (SoCQ) were used to gather results for this study. These differences in the stages of concern are described between faculty position sub-groups, teachers receiving Teacher Effect Data and those teachers not receiving Teacher Effect Data from the Tennessee Department of Education, and between teacher effectiveness levels, levels 1, 2, 3, 4, and 5 as reported by the Tennessee Value Added Assessment System.
Recommended Citation
McKinney, D., & Snead, D. (2017). Assessing Teacher Concerns Regarding Response to Instruction and Intervention. Journal of Inquiry and Action in Education, 9 (1). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol9/iss1/1
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