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ERIC Number: ED567451
Record Type: Non-Journal
Publication Date: 2014
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-1389-4
The Principal's Role in the Implementation of Response to Intervention
Williams, Sean Michael
ProQuest LLC, Ph.D. Dissertation, Michigan State University
The reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 spurred sweeping changes in how special education students are identified in the United States. IDEA encourages instructional models that are research-based, and emphasizes the analysis of student progress data prior to special education identification. Response to Intervention (RTI) is at the forefront of these models, and it is currently being implemented across the nation. As schools begin to implement these models, the principal becomes a key figure in determining the success of RTI. Elementary education has a long history of remediating skills as a function of core instruction. Middle schools and high schools, however, tend to be lagging in providing opportunities to remediate student skills such as reading, because teachers are more subject area-oriented and focused on the instructional core (Ratekin, et al.1985). This study examines how middle school principals view the merits of RTI and how external, internal, and environmental pressures affect their perceptions and the implementation of RTI programming in their schools. A clearer understanding of the principal's role in implementing programs such as RTI may help policy-makers develop considerations within policy that support the needs of principals, therefore increasing the likelihood of full policy implementation. [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 - Laws, Policies, & Programs: Individuals with Disabilities Education Act