{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1460"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1460","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Response To Intervention: Understanding School Counselors' Awareness, Involvement, And Experiences","abstract":"The purpose of this mixed methods study was to better clarify the role and experiences of school counselors within the Response to Intervention (RtI) model. This study explored school counselors' involvement with and understanding of the RtI model. An integrative approach of both quantitative and qualitative methods was used as part of this mixed method study. As part of the design, quantitative data collection was the priority method for the study, folloby qualitative data collection to continue to explore and expand upon the results from the quantitative section (Creswell, 2009). The quantitative data was obtained from the author originated Response to Intervention Survey. The survey results were formed into a descriptive analysis; the qualitative data in the study was used to expand upon information found in the quantitative portion of the study. Interviews were conducted with practicing school counselors regarding their experiences working within the RtI model and completed the qualitative portion of the study. The research findings in my study provide a foundation for understanding how school counselors are involved with, perceive, and experience the RtI model. These findings add to the knowledge of how school counselors operate and assume roles within the RtI process.","abstract_html":"The purpose of this mixed methods study was to better clarify the role and experiences of school counselors within the Response to Intervention (RtI) model. This study explored school counselors' involvement with and understanding of the RtI model. An integrative approach of both quantitative and qualitative methods was used as part of this mixed method study. As part of the design, quantitative data collection was the priority method for the study, folloby qualitative data collection to continue to explore and expand upon the results from the quantitative section (Creswell, 2009). The quantitative data was obtained from the author originated Response to Intervention Survey. The survey results were formed into a descriptive analysis; the qualitative data in the study was used to expand upon information found in the quantitative portion of the study. Interviews were conducted with practicing school counselors regarding their experiences working within the RtI model and completed the qualitative portion of the study. The research findings in my study provide a foundation for understanding how school counselors are involved with, perceive, and experience the RtI model. These findings add to the knowledge of how school counselors operate and assume roles within the RtI process.","abstract_has_math":false,"creators":["Winburn, Amanda"],"institution":null,"degree_name":"Ph.D. in Counselor Education","degree_level":"Dissertation","degree_discipline":"Leadership and Counselor Education","degree_department":null,"school":null,"contributors":["Marilyn S. Snow","Ryan Niemeyer","Tabitha Young"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:36Z","subjects":["Response To Intervention","School Counseling","Counselor Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/461","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marilyn S. 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This study explored school counselors' involvement with and understanding of the RtI model. An integrative approach of both quantitative and qualitative methods was used as part of this mixed method study. As part of the design, quantitative data collection was the priority method for the study, folloby qualitative data collection to continue to explore and expand upon the results from the quantitative section (Creswell, 2009). The quantitative data was obtained from the author originated Response to Intervention Survey. The survey results were formed into a descriptive analysis; the qualitative data in the study was used to expand upon information found in the quantitative portion of the study. Interviews were conducted with practicing school counselors regarding their experiences working within the RtI model and completed the qualitative portion of the study. The research findings in my study provide a foundation for understanding how school counselors are involved with, perceive, and experience the RtI model. These findings add to the knowledge of how school counselors operate and assume roles within the RtI process."]},{"key":"dc:title","label":"Title","values":["Response To Intervention: Understanding School Counselors' Awareness, Involvement, And Experiences"]}]}],"canonical_facts":{"dc:contributor":["Marilyn S. Snow","Ryan Niemeyer","Tabitha Young"],"dc:creator":["Winburn, Amanda"],"dc:date.available":["2019-06-27T07:00:00Z"],"dc:description.abstract":["The purpose of this mixed methods study was to better clarify the role and experiences of school counselors within the Response to Intervention (RtI) model. This study explored school counselors' involvement with and understanding of the RtI model. An integrative approach of both quantitative and qualitative methods was used as part of this mixed method study. As part of the design, quantitative data collection was the priority method for the study, folloby qualitative data collection to continue to explore and expand upon the results from the quantitative section (Creswell, 2009). The quantitative data was obtained from the author originated Response to Intervention Survey. The survey results were formed into a descriptive analysis; the qualitative data in the study was used to expand upon information found in the quantitative portion of the study. Interviews were conducted with practicing school counselors regarding their experiences working within the RtI model and completed the qualitative portion of the study. The research findings in my study provide a foundation for understanding how school counselors are involved with, perceive, and experience the RtI model. These findings add to the knowledge of how school counselors operate and assume roles within the RtI process."],"dc:identifier":["https://egrove.olemiss.edu/etd/461"],"dc:subject":["Response To Intervention","School Counseling","Counselor Education"],"dc:title":["Response To Intervention: Understanding School Counselors' Awareness, Involvement, And Experiences"],"thesis:degree_discipline":["Leadership and Counselor Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Counselor Education"]},"updated_at":"2026-07-24T03:05:36Z"}