Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions
The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress Monitoring Process. Participants of the study included 246 K-3 regular education teachers from 4 Northeast Tennessee school systems. Th...
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| Format: | Others |
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Digital Commons @ East Tennessee State University
2013
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| Online Access: | https://dc.etsu.edu/etd/1125 https://dc.etsu.edu/cgi/viewcontent.cgi?article=2294&context=etd |