Date of Award
Doctor of Education (EdD)
The study explored the lived experiences of teachers who participated in a shared intervention with an interventionist within the Tier 2 level of Response to Intervention (RtI). A qualitative phenomenological approach was used to explore the lived experiences of the teachers. Teachers are required to participate in RtI prior to identifying a student with a learning disability, as dictated by the Individuals with Disabilities Education Act (2004). RtI is a two-pronged model. It is used as a method for identifying students with learning disabilities. Also, RtI provides a structure/process for providing early intervention for students who are struggling academically. The Learning Disabilities Theory, behaviorism, multiple intelligences, and differentiated instruction influenced the design and implementation of the RtI initiative in response to IDEA 2004. Shared Leadership Theory influenced analysis of how teachers view their collaborative responsibilities within Tier 2 of RtI. Insights gained may improve teachers’ professional practices, schools’ organizational procedures, and state and federal policies for identifying students with learning disabilities. The essence of the experience of these ten K-5 teachers within Tier 2 of RtI was that the factors that influenced their experiences created great variability with how each experienced Tier 2. While the participants had common Tier 2 experiences within communication, data collection and documentation, instruction and assessment, and intervention design, the particulars of how each of these was experienced by each participant differed.
Wesolowski, Elizabeth A., "Shifting the Conversation: The Lived Experiences of Teachers within Tier 2 of Response to Intervention" (2013). Education Doctoral. Paper 136.
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