AbstractsEducation Research & Administration

Middle school teachers' self-perceptions of response to intervention

by Kirk F Duncan

Institution: Capella University
Year: 2016
Keywords: Education; Reading instruction
Posted: 02/05/2017
Record ID: 2132520
Full text PDF: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564


No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to receive remedial services without having to be referred for diagnostic testing through a process referred to as Response to Intervention (RtI). While this process can prove to be beneficial for the student, the extra work that is being placed on teachers can cause teachers to form a negative perception of this process. In addition to the extra work, there is little research to support RtI in the secondary schools. Secondary school administrators are trying to implement RtI programs that were designed for self-contained elementary schools into a secondary setting and the results have not been favorable. This study aims to measure middle school teachers’ self-perceptions of RTI and how these perceptions affect their implementation of RtI with fidelity.