ERIC Number: EJ1081101
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 23
When Leadership Matters: Perspectives from a Teacher Team Implementing Response to Intervention
Meyer, Michele M.; Behar-Horenstein, Linda S.
Education and Treatment of Children, v38 n3 p383-402 2015
Previous research investigating the effectiveness of response to intervention (RTI) has relied on post hoc data analyses and surveys, although few studies have explored interactions among teacher teams. Understanding the synergistic impact of teacher work within the RTI framework may have implications for how school leaders can support teacher teams and anticipate some challenges that teachers face. In this study, the authors describe a first-grade teacher team's experiences during their second year of RTI implementation at a rural Title I school. Findings showed that participants lacked professional development opportunities, leadership support, and tangible resources. Teachers struggled with implementation as they coped with uncertainty about what their job roles were, how to manage interventions, and how to utilize data-based decision making. Teachers identified practices they believed would have supported RTI implementation. By illustrating how the teacher team worked together, the findings offer practical and authentic recommendations for school leaders. Moreover, the findings reinforce the crucial roles that the school and district leadership exercise in effective RTI implementation.
Descriptors: Team Teaching, Response to Intervention, Grade 1, Elementary School Teachers, Rural Schools, Teaching Experience, Leadership, Focus Groups, Interviews, Principals
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A