One Rural School's School-Wide Implementation of Response to Intervention

Autor/in	Smith Martin, Cindy
Titel	One Rural School's School-Wide Implementation of Response to Intervention
Quelle	(2017), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-0804-1
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; School Districts; Program Implementation; Response to Intervention; Qualitative Research; Case Studies; Educational Change; Semi Structured Interviews; Observation; Teacher Attitudes; Administrator Attitudes; Outcomes of Education; Integrity; Educational Finance; Low Income Students; School Location; Teacher Collaboration; Student Needs; Individualized Instruction; Inclusion; Program Effectiveness; Leadership; Faculty Development; Educational Planning; Barriers; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Qualitative Forschung; Case study; Fallstudie; Case Study; Bildungsreform; Beobachtung; Lehrerverhalten; Lernleistung; Schulerfolg; Integrität; Bildungsfonds; Schulgelände; Lehrerkooperation; Individualisierender Unterricht; Inklusion; Führung; Führungsposition; Bildungsplanung
Abstract	In 2013, the Tennessee Board of Education adopted Response to Intervention and mandated that districts begin implementing the framework by the summer of 2014. With only a year to begin the model, no state funds to help with implementation, and limited research on implementing school-wide Response to Intervention in poor rural districts and schools, rural schools were on their own to interpret existing RTI models and adapting them to their unique situations. This study addressed the challenges that a poor rural school had implementing school-wide Response to Intervention. This qualitative single case study drew on the theory of co-construction as the basis for school reform through the Response to Intervention model. The researcher used semi-structured interviews, observations, and document analysis to explore how regular education teachers, special education teachers, interventionists, and administrators involved in implementing the Response to Intervention model perceived the challenges of implementing this school reform effort. Findings revealed the participants believed in the theory behind the Response to Intervention model and that students' receiving intervention benefitted from the intervention, but also perceived the integrity of the RTI model was negatively affected by the lack of funding, staff, and resources available to the poor student population and district. Findings also revealed the rural location affected teachers' beliefs about students' needs and abilities, the opportunity to collaborate and teachers' understanding of differentiated instruction for inclusive core instruction. Participants felt the effectiveness of the Response to Intervention framework could be improved through more leadership involvement, professional development, collaboration efforts, planning time, resources, and a restructured Tier 1. This study has contributed to the relatively small amount of extant research exploring how school-based educators construct and implement the RTI framework. Future research might explore innovative ways for poor rural schools to provide appropriate amounts of professional development for teachers and staff before and during the implementation of Response to Intervention. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01