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dc.contributor.advisorFriend, Jennifer Ingriden
dc.contributor.authorSchnoebelen, Stephanie Paulette
dc.date.issued2012-08-21
dc.date.submitted2012 Summeren
dc.descriptionTitle from PDF of title page, viewed on August 21, 2012en
dc.descriptionDissertation advisor: Jennifer Frienden
dc.descriptionVitaen
dc.descriptionIncludes bibliographic references (p. 175-187)en
dc.descriptionThesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2012en
dc.description.abstractThe purpose of this qualitative multi-case study was to determine teachers' perceptions of administrative support needed for implementation of the Response to Intervention process to increase reading skills for middle school students. Response to Intervention is an instructional model that focuses on regular progress monitoring of students' skills followed by early interventions based on evidence-based practices to improve student achievement. Theoretical traditions informing this study were phenomenology and heuristic inquiry. Case studies of six teachers in two schools located within a Midwest suburban school district were used to investigate the overarching question for the study: What could be done to improve the implementation of the RtI process at the middle school level to support reading achievement for all students? Teacher interviews, observations and document analysis were utilized for data collection and analysis. Synthesis of the research revealed four themes necessary for implementation to be successful. First, administrators must communicate a clear purpose of the program, its components, and essential steps for implementation. Second, administrators must provide staff development at the onset and throughout implementation for all stakeholders. Third, administrators must model accountability for implementation for all stakeholders. Finally, administrators must demonstrate adaptability throughout implementation, particularly in regards to scheduling as it pertains to both student and teachers. Findings from the research may inform middle level administrators as their buildings implement Response to Intervention.en_US
dc.description.tableofcontentsIntroduction -- Literature review -- Methodology -- Results and discussion -- Recommendations -- Appendix A. Template for classroom observations -- Appendix B. SSIRB approvalen
dc.format.extentxiii, 188 pagesen
dc.identifier.urihttp://hdl.handle.net/10355/14844
dc.publisherUniversity of Missouri--Kansas Cityen
dc.subject.lcshSchool administratorsen
dc.subject.lcshReading comprehension -- Study and teaching (Middle school) -- Case studiesen
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationen
dc.titleMiddle school communication arts teachers' perceptions of administrative support necessary for implementation of response to interventionen_US
dc.typeThesisen_US
thesis.degree.disciplineEducationen
thesis.degree.grantorUniversity of Missouri--Kansas Cityen
thesis.degree.levelDoctoralen
thesis.degree.nameEd.D.en


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