Date of Award
2013
Document Type
Dissertation
Degree Name
Ph.D. in Counselor Education
Department
Leadership and Counselor Education
First Advisor
Marilyn S. Snow
Second Advisor
Ryan Niemeyer
Third Advisor
Tabitha Young
Relational Format
dissertation/thesis
Abstract
The purpose of this mixed methods study was to better clarify the role and experiences of school counselors within the Response to Intervention (RtI) model. This study explored school counselors' involvement with and understanding of the RtI model. An integrative approach of both quantitative and qualitative methods was used as part of this mixed method study. As part of the design, quantitative data collection was the priority method for the study, folloby qualitative data collection to continue to explore and expand upon the results from the quantitative section (Creswell, 2009). The quantitative data was obtained from the author originated Response to Intervention Survey. The survey results were formed into a descriptive analysis; the qualitative data in the study was used to expand upon information found in the quantitative portion of the study. Interviews were conducted with practicing school counselors regarding their experiences working within the RtI model and completed the qualitative portion of the study. The research findings in my study provide a foundation for understanding how school counselors are involved with, perceive, and experience the RtI model. These findings add to the knowledge of how school counselors operate and assume roles within the RtI process.
Recommended Citation
Winburn, Amanda, "Response To Intervention: Understanding School Counselors' Awareness, Involvement, And Experiences" (2013). Electronic Theses and Dissertations. 461.
https://egrove.olemiss.edu/etd/461