The Relation Between Professional Development Training in the Problem-Solving Steps and Teachers’ Self-Perceived Competence - Mendelson, Lindsay Nicole, Ph.D. - The Ohio State University, 2011

Abstract: Although the tenets of the problem-solving model have been around for decades, they were not written into federal legislation until 2004. With the discrepancy model out and a problem-solving approach in, educators around the United States found themselves in need of training in this approach. This dissertation provides a history of the problem-solving model, Response to Intervention (RTI), and training techniques used to prepare educators on a wide-scale basis. The researcher conducted an exploratory study in which teachers in two suburban, Ohio school districts were surveyed. Respondents indicated his or her personal training background in the problem-solving steps and current self-perceived competence to implement each step. Regression models were examined in an effort to predict one’s self-perceived competence based upon a given set of variables. Results indicated that teachers generally felt most competent brainstorming interventions and implementing interventions with integrity, while they felt least competent generating hypotheses and accurately identifying when a student should move between tiers. Multiple regression analyses indicated the strongest predictors of an individual’s self-perceived competence to implement the problem-solving steps were teaching level (elementary teachers) and extent of training in each individual step.

Full text: http://etd.ohiolink.edu

• < Prev
• Next >