A Secondary School's Approach to Implementing Response to Instruction

Autor/in	Adams, Crystal C.
Titel	A Secondary School's Approach to Implementing Response to Instruction
Quelle	(2020), (163 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Auburn University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-3958-6
Schlagwörter	Hochschulschrift; Dissertation; Secondary Schools; Program Implementation; Program Effectiveness; Response to Intervention; Secondary School Teachers; Teacher Attitudes; Mentors; Mathematics Education; Reading Instruction; Student Motivation; Attendance; Language Skills; Problem Solving; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarschule; Lehrerverhalten; Mathematische Bildung; Leseunterricht; Schulische Motivation; Anwesenheit; Language skill; Sprachkompetenz; Problemlösen
Abstract	Purpose: This study examined how a single secondary school chose to interpret and implement the Response to Instruction (RtI) framework, and how teachers perceived the effectiveness of implementation. Research Method: This qualitative case study used archived data, observations, and semi-structured interviews to explore how the school interpreted and implemented the RtI framework, and gain insight into the factors that teachers perceived to support implementation. Initial a priori codes were informed by a review of literature, and codes were added or revised as additional data from observations and interviews was collected and analyzed. Findings: Findings indicated that students needed a mentoring component in addition to math and reading intervention, and teachers perceived positive, deep relationships to be the most powerful factor that affected the students on RtI. In addition, participants noted that motivation, attendance, and language barriers were the biggest struggles that students in this study faced. Implications for Research and Practice: The study concludes with a discussion of the role that mentoring played in the problem-solving team (PST) process, and the enabling factors and obstacles that teachers perceive to affect the PST process. Further consideration is given to how administrators can best support teachers through the PST process, and further research to investigate teacher perceptions of the RtI model. [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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Update	2024/1/01