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A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613610737401856 |
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| access_status_str | Open Access |
| author2 | Bester, Suzanne |
| author_browse | Bester, Suzanne |
| author_facet | Bester, Suzanne |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/86246 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:53.515Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/86246 A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention Bester, Suzanne melly_schoonbee@hotmail.com Gardner, Melissa UCTD Response to Intervention Foundation Phase Teachers Beliefs Learner Support Classroom intervention Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. The purpose of this exploratory cross-sectional survey was to describe teachers’ beliefs about the viability of Response to Intervention (RTI) in the South African classroom. This study was guided by the RTI framework. The sample consisted of 100 Foundation Phase teachers who had to respond to 27 statements on a 5-point Likert-type scale. The majority of respondents believed that mainstream classroom instruction is ineffective in supporting children with special needs and that classroom-based support should be the initial phase for supporting struggling learners. They also recognised the necessity for this support to be within an early intervention model. The majority of respondents believed that learners diagnosed with specific learning disorders required specialised interventions as early as possible and that additional support systems such as support staff and parent/guardian support in the intervention planning and intervention implementation process are vital for support interventions. Educational Psychology MEd Unrestricted 2022-07-15T09:59:14Z 2022-07-15T09:59:14Z 2022-09 2021 Mini Dissertation * S2022 https://repository.up.ac.za/handle/2263/86246 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Response to Intervention Foundation Phase Teachers Beliefs Learner Support Classroom intervention A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title | A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title_full | A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title_fullStr | A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title_full_unstemmed | A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title_short | A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention |
| title_sort | cross sectional survey of foundation phase teachers beliefs about response to intervention |
| topic | UCTD Response to Intervention Foundation Phase Teachers Beliefs Learner Support Classroom intervention |
| url | https://repository.up.ac.za/handle/2263/86246 |