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001 ocn733829521;

003 OCoLC;

005 20141212065447.0;

006 m d ;

007 cr bn|||||||||;

008 110630s2011 ncu ob 000 0 eng d;

035 a| (Sirsi) o733829521;

035 a| (OCoLC)733829521;

040 a| EREc| EREd| EREd| UtOrBLW;

049 a| EREE;

090 a| BF319.5.O6;

100 1 a| Reigle, Kelly.?| UNAUTHORIZED;

245 14 a| The impact of teacher intervention acceptance on child outcome measures /c| by Kelly Reigle.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2011.;

300 a| 45 pages :b| digital, PDF file;

336 a| text2| rdacontent;

337 a| computer2| rdamedia;

338 a| online resource2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2011.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Christy Walcott.;

500 a| Title from PDF t.p. (viewed Aug. 9, 2011).;

520 3 a| The purpose of this study is to determine to what degree teacher acceptance and use of an evidence-based intervention predict positive child outcomes following the intervention period. Teacher participants (n = 10) were rated on the degree to which they accept the given intervention (as measured by the Assessment of Fundations® Scale). Student participants included 114 Kindergarten children (ages 5-6). Existing letter-sound knowledge data were collected for all kindergarteners who participated. It was hypothesized that higher teacher acceptability of Fundations®, as measured by Assessment of Fundations®, would be positively and significantly correlated with greater letter-sound recognition gains over the intervention period. This information extends current research by adding outcome measure correlates. Secondly, data were used to examine outcomes from an existing intervention. Previous research used acceptability ratings to identify the most feasible interventions from a series of theoretical interventions. Results of this study found two of the four acceptability and use factors (acceptability and feasibility) were positively and significantly correlated with student outcomes.;

504 a| Includes bibliographical references.;

650 0 a| Operant behavior.=| ^A20375;

650 0 a| Teacher effectiveness.=| ^A379700;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Classroom management.=| ^A7388;

653 a| Psychology;

653 a| Educational Psychology;

653 a| Psychology, Behavioral;

700 1 a| Walcott, Christy M.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/3523;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 2507490;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 2507490-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/30/2011x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 2507490-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/30/2011x| ETDz| HERESOURCE;

The impact of teacher intervention acceptance on child outcome measures / by Kelly Reigle.

Author/creator	Reigle, Kelly
Other author	Walcott, Christy M.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2011.
Description	45 pages : digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Operant behavior. Teacher effectiveness. Academic achievement. Classroom management.

Summary	The purpose of this study is to determine to what degree teacher acceptance and use of an evidence-based intervention predict positive child outcomes following the intervention period. Teacher participants (n = 10) were rated on the degree to which they accept the given intervention (as measured by the Assessment of Fundations® Scale). Student participants included 114 Kindergarten children (ages 5-6). Existing letter-sound knowledge data were collected for all kindergarteners who participated. It was hypothesized that higher teacher acceptability of Fundations®, as measured by Assessment of Fundations®, would be positively and significantly correlated with greater letter-sound recognition gains over the intervention period. This information extends current research by adding outcome measure correlates. Secondly, data were used to examine outcomes from an existing intervention. Previous research used acceptability ratings to identify the most feasible interventions from a series of theoretical interventions. Results of this study found two of the four acceptability and use factors (acceptability and feasibility) were positively and significantly correlated with student outcomes.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Christy Walcott.
General note	Title from PDF t.p. (viewed Aug. 9, 2011).
Dissertation note	M.A. East Carolina University 2011.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The impact of teacher intervention acceptance on child outcome measures / by Kelly Reigle.

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