Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention

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Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14844

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dc.contributor.advisor Friend, Jennifer Ingrid en
dc.contributor.author Schnoebelen, Stephanie Paulette
dc.date.accessioned 2012-08-21T14:06:50Z
dc.date.available 2012-08-21T14:06:50Z
dc.date.issued 2012-08-21
dc.date.submitted 2012 Summer en
dc.identifier.uri http://hdl.handle.net/10355/14844
dc.description Title from PDF of title page, viewed on August 21, 2012 en
dc.description Dissertation advisor: Jennifer Friend en
dc.description Vita en
dc.description Includes bibliographic references (p. 175-187) en
dc.description Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2012 en
dc.description.abstract The 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.tableofcontents Introduction -- Literature review -- Methodology -- Results and discussion -- Recommendations -- Appendix A. Template for classroom observations -- Appendix B. SSIRB approval en
dc.format.extent xiii, 188 pages en
dc.language.iso en_US en_US
dc.publisher University of Missouri--Kansas City en
dc.subject.lcsh School administrators en
dc.subject.lcsh Reading comprehension -- Study and teaching (Middle school) -- Case studies en
dc.subject.other Dissertation -- University of Missouri--Kansas City -- Education en
dc.title Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention en_US
dc.type Thesis en_US
thesis.degree.discipline Education en
thesis.degree.grantor University of Missouri--Kansas City en
thesis.degree.name Ed.D. en
thesis.degree.level Doctoral en


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