Literaturnachweis - Detailanzeige
| Autor/in | Turner, Sharon |
|---|---|
| Titel | Is Response to Intervention Effective on the High School Level? |
| Quelle | (2023), (108 Seiten)
PDF als Volltext Ed.D. Dissertation, Union University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-2118-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Response to Intervention; Program Effectiveness; High School Students; Grade 9; Formative Evaluation; Gender Differences; Academic Achievement; Language Arts; Reading Instruction |
| Abstract | Students may fall behind in their academic grade-level standards. Some students may be able to adjust to follow along with grade-level content; however, what happens when a student falls two or more grade levels behind? Those students are tested and based upon the results of the assessments, they may be assigned to Response to Intervention to assist with closing the academic gap. In this study, test scores of ninth-grade students, those who were in intervention and those who were not in intervention, were compared to identify significant differences. To strengthen the validity, this study reviewed several years of data. The total participants from the three instruments used were approximately 3587. To measure the effectiveness of the program, this study used all pre-existing data making this an ex post facto design. The researcher received permission from the district included in this study to use the fall and spring 2017-2018 and 2018-2019 NWEA MAP scores, the fall and winter 2019-2020 and 2020-2021 MasteryConnect Formative Assessment scores and the winter 2019-2020 Illuminate FastBridge CBMReading benchmark scores and the spring 2020-2021 Illuminate FastBridge CBMReading in ELA. The goal was to see if there were a significant difference in the scores of the two ninth-grade groups of students using the ANCOVA to analyze research questions 1 and 2, and the independent samples t-test was used to analyze research questions 3 and 4. Research questions 1 and 2 analyzed if there was a difference between the scores of the students who were in intervention vs the scores of the students who were not in intervention. Research questions 3 and 4 analyzed if there was a significant difference in the scores of the males vs the scores of the females. The researcher could not use the ANCOVA to analyze the data from the NWEA MAP because the assumption of homogeneity of regression of slopes was assessed, and the assumption was not met; therefore, the researcher used an independent samples t-test to compare the growth scores of the students who were in intervention and the growth scores of the students who were not in intervention to analyze whether there is a significant difference in their performances. There was a significant difference in the growth scores of the two groups of students. The data for MasteryConnect in ELA displayed a much smaller difference in the average of the two groups. Students who did not receive RTI intervention outscored the students who were receiving RTI intervention by 1.11 points. The results revealed the scores of the students who were in intervention and the scores of the students who were not in intervention were not significantly different. Research questions 3 and 4 verified the females' average on the 2019-2020 winter benchmark from Illuminate FastBridge in reading and the 2020-2021 spring benchmark from Illuminate FastBridge in reading was not significantly higher than that of the males' average on the 2019-2020 winter benchmark from Illuminate FastBridge in reading and 2020-2021 spring benchmark from Illuminate FastBridge in reading. Although the females outscored the males on both assessments, their scores were not high enough to indicate a difference based on gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
