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ERIC Number: ED549409
Record Type: Non-Journal
Publication Date: 2012
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-6882-2
Elementary Teachers' Perceptions Regarding Response to Intervention
Meester, Joanna Kristen
ProQuest LLC, Ed.D. Dissertation, Walden University
Response to Intervention (RtI) is a systematic and data-based method for identifying, defining, and resolving students' academic, and/or behavior difficulties. RtI is a targeted intervention that includes a 3 tiered pyramid model created to assist all children in areas of their greatest need. The purpose of this study is to examine first and second-grade teachers' perceptions of how RtI is being implemented in the school setting. This qualitative case study involves first and second-grade teachers' perceptions of a school wide RtI program at one particular elementary school. Research questions concerned challenges teachers faced while using the RtI model and training on the tiered RtI approach. First and second-grade teachers who teach all levels of targeted intervention were interviewed, observed, and given a qualitative questionnaire to get an in-depth understanding of perceptions and expectations regarding RtI time. Information was then triangulated in a cross-case analysis allowing themes to be revealed while comparing each of the participant's cases. According to the findings, teachers viewed RtI as a beneficial model; however, implementation is not effective or beneficial to students due to budget cuts which, ultimately, led to RtI group size increases and less support staff. Community members, such as parents in the surrounding area, will observe the impact of RtI on students at one elementary school. Examining this topic may lead to increased knowledge of teacher perceptions for RtI and expectations of the success of the model as well as lead to positive social change that could potentially and eventually impact the community by increasing student achievement at the school level. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A