Ed.D. Dissertations

Date of Award

11-2016

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

First Supervisor

Julie M. McCann, Ph.D.

Keywords

Response to Intervention, Professional Development, at risk, collaboration, intervention, support

Abstract

Abstract

Response to Intervention is a regular education initiative composed multiple tiers of service designed to deliver scientifically based instruction and intervention. The Response to Intervention Model monitors student growth over time and enables schools to provide support to students identified as at risk through curriculum-based measurements. The reauthorization of the No Child Left Behind Act (2004) allowed states to use Response to Intervention to identify and provide intervention to students at risk of developing a reading disability. The purpose of this qualitative collective case study was to examine the tools used by teachers experienced in providing instruction and intervention to students at risk of developing a reading or learning disability. The study was conducted at two research sites and the participants included seven elementary teachers. The methodology applied semi-structured interviews and direct observations for data collection. The data were analyzed using field notes and in vivo coding, which uncovered five themes that were used to substantiate the findings. The key finding from this study indicated a need for increased professional development. The finding also revealed the participants used research based intervention programs and strategies while facing myriad of challenges when implementing RTI in the elementary classroom. The significance of this study revolves around the usefulness and applicability of the results to educators and stakeholders in schools across the country on the tools needed for effective implementation of Response to Intervention.

Included in

Education Commons

Share

COinS