ERIC Number: EJ1075502
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 49
Understanding Practitioner Perceptions of Responsiveness to Intervention
Regan, Kelley S.; Berkeley, Sheri L.; Hughes, Melissa; Brady, Kelly K.
Learning Disability Quarterly, v38 n4 p234-247 Nov 2015
This mixed methods study explored elementary and secondary educators' perceptions of their school district's responsiveness to intervention (RTI) initiative. Teachers and administrators were surveyed regarding (a) the perceived feasibility and effectiveness of educational practices that are inherent within RTI models, (b) perceived knowledge of basic RTI concepts, and (c) perceived preparedness to implement specific components of RTI within their district. A majority of respondents reported that educational practices common to RTI models (e.g., progress monitoring, evidence-based instruction) were both feasible for the classroom and effectively implemented at their school. In addition, most understood the basic principles of RTI. However, responses indicated that educators need more specific guidance about "how" to implement. Lack of understanding of RTI and need for guidance for implementation were particularly pronounced at the high school level. Findings from the current study are consistent with the existing RTI literature. We conclude with recommendations for professional development of RTI and implications for practice specifically at the secondary level.
Descriptors: Mixed Methods Research, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Response to Intervention, School Districts, Administrator Attitudes, Surveys, Knowledge Level, Teacher Competencies, Questionnaires, Semi Structured Interviews, Teacher Education, Time Factors (Learning), Faculty Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A