First Name:
Leah
Last Name:
Thompson
Major Department:
Psychology
Thesis Director:
Jamie Fearrington
Date of Thesis:
May 2011
This study examines the role of teacher concerns throughout the change process, specifically during the implementation of a new innovation. The study was conducted at an elementary school in the Southeast United States in the process of undergoing institutional change regarding the identification of students with learning disabilities and special education referrals. The Response to Intervention (RTI) model was recently included under the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) as a preventative model used to identify students with learning disabilities. Teacher concerns were examined throughout the change process to assess their acceptability of implementing this particular reform.