Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
A Consensual Qualitative Analysis
Datos Bibliográficos
| ID | 12364742 |
|---|---|
| Autores | Renée Greenfield (Boston College, Chestnut Hill, MA, USA,, autor de correspondencia), Claudia Rinaldi (Boston College, Chestnut Hill, MA, USA), Chris Proctor (0000-0003-3492-9590, Boston College), C Patrick Proctor (0000-0001-5666-2765, Boston College, Chestnut Hill, MA, USA), Amanda Cardarelli (0000-0002-9589-6887, Boston College, Chestnut Hill, MA, USA) |
| Año | 2010 |
| Volumen | 21 |
| Número | 1 |
| Páginas | 47-63 |
| Fecha de publicación | 2010-04-09 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Disability Policy Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207310365499 |
| OpenAlex | W1894146910 |
| Idioma | EN |
| Citas recibidas | 16 |
| Referencias citadas | 34 |
Federal policies to increase student achievement and improve teacher quality underlie this study. After the first year of implementation, eight elementary teachers were interviewed about how they viewed a Response to Intervention (RTI) reform effort. RTI is a federal policy intended to reform instruction by using a tiered, school-wide system. The following question drove our research: After the first year of implementation, how do educators view the RTI change process? Data were analyzed using a consensual qualitative methodology. Results indicated that teachers positively viewed the reform effort. However, many teachers expressed concerns about the implementation of RTI. The majority of teachers associated the following positive outcomes with the first year of reform: using data to inform instructional planning, using progress monitoring to measure the effectiveness of the instruction, and better knowing “when” to refer English language learners for special education services. Teachers identified the culture of the school as “positively mixed,” meaning positive shifts are taking place and teachers are working along a continuum of understanding and adoption practices. Key concerns of implementation are also presented as implications for effective adoption of the model at the elementary school level
Intervention (counseling · Mathematics education · Meaning (existential · Pedagogy · Perception · Qualitative property · Qualitative research · Response to Intervention · Sociology · Special education · Collaborative Teaching and Inclusion · Computer Science · Family and Disability Support Research · Psychology · Teacher Education and Leadership Studies
Just listen to us”
Co-creating tools to monitor first graders’ progress in reading
“We Try to Build Relationships”
Prereferral Process with Latino English Language Learners with Specific Learning Disabilities
School Social Workers as Response to Intervention Change Champions
Identifying Students With Specific Learning Disabilities
Barriers and Facilitators to Integrating SWPBIS in Alternative Education Settings With Existing Behavior Management Systems
Teachers' perceptions and attitudes about Response to Intervention (RTI) in their schools
Elementary school teachers' acceptability of school reform
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education
Living in Tier 2
Attitudes towards inclusion in higher education in a Portuguese university
Preservice Teachers’ Perceptions of Students with Learning Disabilities
Complacency With Access and the Aggregate? Affirming an Individual Determination of Educational Benefit Under the Individuals With Disabilities Education Act
High School Teachers’ Sense-Making of Response to Intervention
Revisiting the Multi-Tiered System of Supports Framework
The Long Interview
Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity
Consensual qualitative research
Qualitative Data Analysis in Health Psychology
Tinkering toward Utopia
Ethnographic Interview
Visual methods in researching the arts and inclusion
Staff development in early reading intervention programs
Teachers’ reflections of professional change during a literacy-reform initiative
Cultural considerations with response to intervention models
Introduction to response to intervention
RTI (Response to Intervention)
Left Back
A Guide to Conducting Consensual Qualitative Research
Educational change takes ages
Causal Explanation, Qualitative Research, and Scientific Inquiry in Education
| Obras citantes distintas | 16 |
|---|---|
| Citas por año | 1,07 |
| Intervalo de citas | 2011 - 2024 (14) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 16 |