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ERIC Number: ED524447
Record Type: Non-Journal
Publication Date: 2011
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-4667-7
ISSN: N/A
Response to Intervention: Are Schools Prepared to Implement?
Brown, Elaine T.
ProQuest LLC, Ph.D. Dissertation, Capella University
Response to Intervention (RtI) is a process that has shown to be advantageous in improving academic achievement. The purpose of this study was to examine if teachers in two elementary schools in a Detroit, Michigan, suburban school district felt that their schools were ready to implement RtI, and also to identify teachers' priorities to improve instruction. The quantitative methodology was chosen to collect data to address the following 6 research questions: (a) What are the current status levels that teachers give to the measurement system in their schools? (b) What are the implementation priority levels that teachers give to the measurement system in their schools? (c) What are the current status levels that teachers give to curriculum and instruction in their schools? (d) What are the implementation priority levels that teachers give to curriculum and instruction in their schools? (e) What are the current status levels that teachers give to problem analysis systems in their schools? and (g) What are the implementation priority levels that teachers give to problem analysis in their schools? The null hypothesis of the study was that there is no relationship between teachers' priority to improve RtI and the implementation of RtI in their schools. The Response to Intervention School Readiness Survey, with closed-ended questions, was used to collect data from 25 elementary teachers. Approximately 80% of the teachers reported that many of the RtI elements were not being fully implemented in their schools. The data showed that there is a need for professional development to improve teacher understanding of RtI elements. This study provides information about what type of professional development is needed in school districts and what RtI elements that teachers feel are high-priority. This study provides implications for school districts to improve teacher instruction and student achievement for all students with the use of an RtI model. The study suggests a need for teachers to have professional development to understand the importance of measurement systems and high-quality instructional practices in reading, writing, and math. The study also suggests the need for professional development to implement RtI with fidelity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan