Education for All (2005) offers a developmentally appropriate plan based on responsiveness to intervention (RTI) research. The model, termed the tiered approach, advocates intervention as a step in the process of identification which involves closely monitoring students in the primary years and providing additional support through direct instruction and increased monitoring of students who are at-risk. There are numerous empirical studies discussing the potential benefits of the RTI model (Feiker Hollenbeck, 2007; Fuchs & Deshler, 2007). However, the promise of a theory is never enough to ensure a change in the practice of teachers or an improvement in the learning of students. Since it is the teachers who will alter their classroom practice and systematically monitor student progress in order to decide whether suitable learning trajectories are being achieved, researchers must examine how best to support teachers in the face of such change. This study describes, through the use of focus group data, teachers’ views of their experiences participating in a pilot project of the RTI model. While exploring the supports and barriers that these teachers face in the first year of implementing the RTI model, this study describes the limitations imposed by the teachers’ perceived lack of empowerment throughout the pilot project. / Thesis (Master, Education) -- Queen's University, 2009-06-24 12:49:27.836
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OKQ.1974/1970 |
| Date | 24 June 2009 |
| Creators | PYLE, ANGELA |
| Contributors | Queen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.)) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | 485837 bytes, application/pdf |
| Rights | This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. |
| Relation | Canadian theses |
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