Response to intervention data, teacher efficacy, and teacher *attributions during consultation
Abstract
This study investigated the relationship between the use of RTI data in consultation, teacher efficacy, teachers' causal attributions for success and failure, and teachers' perceptions of the value of the consultation process. One hundred and eighty three elementary school teachers were recruited from public and private schools via email. Video-taped simulated sessions representing the problem identification and intervention stages of consultation were used to expose elementary school teachers to scenarios depicting student success and failure. A two-way ANOVA was computed to analyze differences in teacher efficacy in consultation with and without RTI data and in conditions representing student improvement and decline. ANOVA results revealed that the interaction between consultation with and without RTI data and consultation outcome on teacher efficacy was not significant, F(1, 183)=.14, p=.71, η2 .00. However, ANOVA results showed a significant main effect for the consultation outcome on teacher efficacy, F(1, 183)=28.71, p<.01, η2=.14. Two separate one-way MANOVA were computed to investigate teachers' attributions (i.e., effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, luck, and developmentally ready/learning disability) for success and failure in consultation conditions with and without RTI data. MANOVA results revealed that there were no main effects. A two-way ANOVA was computed to investigate differences in teachers' perception of the value of the consultation process with and without RTI data and in conditions representing student success and failure. ANOVA results showed no data condition; however, there was a significant main effect for consultation outcome, F(1, 179)=3.73, p=.05. A repeated measures ANOVA was computed and results were significant for the interaction between consultation stages (Problem ID and Implementation of Interventions) and the group that viewed the student's performance improving and the group that viewed the student's performance declining, F(1, 181)=10.02, p<.01. The results of this study provide important information about the relationship between the use of RTI data during consultation, teacher efficacy, and teachers' attributions for students' reading difficulties, teachers' perception of consultation value, and consultation outcome.
Subject Area
Educational psychology
Recommended Citation
Rosengarten, Myriah Eve, "Response to intervention data, teacher efficacy, and teacher *attributions during consultation" (2010). ETD Collection for Fordham University. AAI3420962.
https://research.library.fordham.edu/dissertations/AAI3420962
