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ERIC Number: ED546202
Record Type: Non-Journal
Publication Date: 2012
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0600-6
What Are Teacher Attitudes toward the Response to Intervention Model as Implemented in Middle Georgia School Systems?
Russ, Deborah Daniel
ProQuest LLC, Ph.D. Dissertation, Mercer University
Response to Intervention (RTI) is an initiative first outlined by the federal government in the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004). The purpose of the model is twofold: to address the needs of struggling students with research-based interventions and regular progress monitoring and to provide an alternative to the severe discrepancy model for the special education eligibility of specific learning disability. Evidence in the literature suggests that RTI has been inconsistently implemented across states, systems, and schools. The problem addressed in this study is that teacher attitudes toward lack of training and support can affect the implementation of RTI with fidelity. The purpose of this mixed method study was to determine teacher attitudes toward the Response to Intervention model in five Middle Georgia school systems. Teachers were sent a link to a 17 item electronic survey regarding their attitudes toward the intent and implementation of the Response to Intervention model. Nine volunteers were recruited for a face-to-face interview to provide supplemental data to the survey. Responses were coded and a constant comparison analysis was used to identify themes. An ANOVA was used to determine significance between school levels (elementary, middle, and high) and years of teaching experience. Results indicated that teachers have positive attitudes toward the intent and appropriateness of RTI, but negative attitudes toward implementation policies. Problems cited with the model were: lack of needed staff support; lack of time to implement interventions, progress monitor, and hold meetings; and lack of needed intervention materials and staff development. Additional findings suggest that the majority of teachers view RTI as a pathway to special education referral rather than a method of skills remediation for struggling students. Further study is needed to ascertain the affects of teacher attitudes on implementation of the model, as well as the model's affect on student achievement. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001