The current qualitative study focuses on how teachers perceive the Response to
Intervention (RtI) framework for English learners, specifically assessments and the
instructional decision-making process. RtI serves as a framework to help “close the gap”
and create a more equitable environment for struggling English learners (Florida
Department of Education, 2008). The current study explored elementary school general
education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring.
Teacher participants addressed elements of the RtI process: three tiers of RtI,
evidence-based interventions, data and data collection, and progress monitoring. Based
on teacher responses, teachers monitor student progress, but find some elements of
progress monitoring unclear. Participants expressed concern about measuring student
progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level.
The RtI framework includes targeted interventions for struggling students, and
participants perceive that RtI helps to identify students with disabilities earlier.
Participants reported benefits and drawbacks related to RtI. The participants specifically
focused on the collaborative problem solving team as a beneficial support system for
teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_13685 |
| Contributors | McCahill, Tiffany Patella (author), Burnaford, Gail (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 245 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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