NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054645
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
Response to Intervention: Educators' Perceptions of a Three-Year RTI Collaborative Reform Effort in an Urban Elementary School
Rinaldi, Claudia; Averill, Orla Higgins; Stuart, Shannon
Journal of Education, v191 n2 p43-53 2010-2011
Over a three-year period educators at an urban elementary school were interviewed about a Response to Intervention model from development to implementation supported by professional development within a university-school partnership. While the model was initially viewed as an administrative directive, in Year 2 educators began to assume responsibility for implementation as change agents and problem solvers. During Year 3, with continued administrative support and evidence of effectiveness, participants engaged in additional development and growth of the model and assumed responsibility for its sustainability. Results suggested that RTI's collaborative structures, professional development, and shared leadership supported implementation and contributed to the effectiveness of the model. Implications for practice are discussed.
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A