Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
A Consensual Qualitative Analysis
Dados Bibliográficos
| ID | 12364742 |
|---|---|
| Autores | Renée Greenfield (Boston College, Chestnut Hill, MA, USA,, autor correspondente), 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) |
| Ano | 2010 |
| Volume | 21 |
| Fascículo | 1 |
| Páginas | 47-63 |
| Data de publicação | 2010-04-09 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Disability Policy Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207310365499 |
| OpenAlex | W1894146910 |
| Idioma | EN |
| Citações recebidas | 16 |
| Referências 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
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Teachers' perceptions and attitudes about Response to Intervention (RTI) in their schools
Elementary school teachers' acceptability of school reform
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Attitudes towards inclusion in higher education in a Portuguese university
Preservice Teachers’ Perceptions of Students with Learning Disabilities
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Teachers’ reflections of professional change during a literacy-reform initiative
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Left Back
A Guide to Conducting Consensual Qualitative Research
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Causal Explanation, Qualitative Research, and Scientific Inquiry in Education
| Obras citantes distintas | 16 |
|---|---|
| Citações por ano | 1,07 |
| Intervalo de citações | 2011 - 2024 (14) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 16 |