Developing a scale to assess self-efficacy for Response to Intervention practices in schools
Response to Intervention (RTI) is an educational model required by the No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA). This multi-tiered approach integrates ongoing assessment of individual student progress with targeted instruction, a process previously reserved for students with special needs. Educators are required to use RTI to monitor all children, even those not identified for special services. Effective educators need training in selecting appropriate instruments and conducting accurate assessments. This presentation describes the development of a scale to measure self-efficacy of educators using RTI to better identify areas in which educators need additional support.
Burchard, Melinda S. Ph.D. and Barnes, Susan K., "Developing a scale to assess self-efficacy for Response to Intervention practices in schools" (2010). Faculty Educator Scholarship. 48.
Originally published as:
Barnes, S.K. & Burchard, M.S. (2010). Developing a scale to assess self-efficacy for Response to Intervention practices in schools. Conference Papers of the 2009 Northeastern Educational Research Association