AN INITIAL INVESTIGATION OF PRESERVICE TEACHERS IN THE UNITED STATES AND POSSIBLE APPLICATIONS TO UKRAINE : PERCEIVED KNOWLEDGE OF RESPONSE TO INTERVENTION

Phillip M Weishaar, Wendy W Fuchs, Llena R Williams

Abstract


Abstract
Ukraine and the United States are engaged in education reform movements to improve quality of future teachers. Reform in the United States focuses on the use of evidence-based practices and data-based decision making. Reform in Ukraine focuses on democratic, learner-centered education. Using one university in the United States, this research investigates the degree to which preservice teacher candidates in different teacher training programs (early childhood, elementary, secondary, special education) perceive knowledge of components from the Response to Intervention model, a major focus of school reform. Application of the study to Ukraine is discussed.

Key words: Response to Intervention, data-based decision making, progress monitoring, research-based instruction, preservice teachers, elementary, special education, early childhood, secondary education.


Keywords


data-based decision making; early childhood; elementary; preservice teachers; progress monitoring; research-based instruction; response to intervention; secondary education; special education;

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References


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