Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this multiple case study was to gain an understanding of career (15 years and more experience), elementary public school teachers' perceptions of tiered academic intervention as associated with student achievement in general education. In addition, understanding in what ways tiered academic intervention shifts career teachers' classroom practice and responsibility for student success and failure in academic situations guided inquiry. Qualitative methodology was used to gain an understanding of six, elementary teachers implementing Tier 2 math or reading intervention from two Midwest school districts. Triangulation of multiple sources of data and a constant comparative analysis method shaped findings and overarching themes. Data were initially analyzed case by case; cross-case analysis led to themes teachers associate with student achievement in general education and themes teachers associate with their classroom practice. Shifts in teachers' beliefs and responsibility for student success and failure post-then-pre implementing a tiered intervention framework were described through descriptive statistics. The study concludes with wide-ranging implications: (a) for higher education and K-12 partnerships to support initiatives already taking place in schools, (b) for building-level leadership to consider career teachers' perspectives when initiating change, (c) to embed teachers' practice reform in adult learning theory, (d) to inquire of long-term outcomes when tiered intervention is used for struggling students, and (e) to increase opportunities bridging the gap between research and general education teachers' practice.