Exploring the Perceptions of Middle School Teachers Regarding Response to Intervention Struggling Readers

Autor/inn/en	Thomas, Cathy Newman; Allen, Abigail A.; Ciullo, Stephen; Lembke, Erica S.; Billingsley, Glenna; Goodwin, Marilyn; Judd, Laura
Titel	Exploring the Perceptions of Middle School Teachers Regarding Response to Intervention Struggling Readers
Quelle	In: Exceptionality, 30 (2022) 4, S.261-278 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Cathy Newman) ORCID (Ciullo, Stephen) ORCID (Billingsley, Glenna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1729765
Schlagwörter	Middle School Teachers; Response to Intervention; Reading Difficulties; Teacher Attitudes; Professional Development; Teacher Leadership; Middle Schools; Program Effectiveness; Barriers; Grade 6; Grade 7; Grade 8; English Teachers; Special Education Teachers; Leadership Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Reading difficulty; Leseschwierigkeit; Lehrerverhalten; Lehrerfunktionsstelle; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; English language lessons; Englischunterricht; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Führungseffizienz
Abstract	Focus groups were conducted with middle school general and special education teachers to investigate their perceptions of Response to Intervention (RTI) reading intervention. Three cross-cutting themes emerged through content analysis: (a) the exigency of professional development, (b) building capacity to implement in middle school, and (c) teacher leadership. Participants supported the concept of RTI, but frustrations with feasibility were reported. Teachers implementing a standard-protocol expressed mixed perceptions. Future research should explore models that strengthen school capacity for middle school RTI and implications for professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01