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ERIC Number: ED547696
Record Type: Non-Journal
Publication Date: 2012
Pages: 171
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7237-3
ISSN: N/A
Teachers Experiences with the Implementation of Response to Intervention
Duoos, Kirsten M.
ProQuest LLC, Ph.D. Dissertation, Capella University
The focus of this research was on Response to Intervention (RTI) from the teachers' perspective. A considerable amount of research has been done on the structure of RTI and on specific interventions. This research sought to better understand the implementation of RTI from the classroom teachers' perspective. The research approach in this dissertation was a qualitative, phenomenological study to understand the lived experiences of elementary classroom teachers who are implementing RTI. The participants' experiences suggested that teachers need foundational professional development, training on research-based interventions, materials provided for specific interventions, consistent assessment tools, personnel support, review core instruction, support for structuring RTI, hands-on training and experience and leaderships support. The participants' experiences also revealed that many of these needs are not being provided and that they struggle to implement RTI without the needed supports. The results of this study may be useful for other districts, schools and teachers as they begin to implement RTI. [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