Investigating the Lived Experiences of Teachers Implementing Response to Intervention in an Urban Elementary School Setting: A Qualitative Phenomenological Study

<p>Response to Intervention (RTI) models are currently being implemented in many school districts across the country. At a time when interest in RTI is high, teachers’ experiences and the extent to which RTI is being implemented effectively in urban schools is largely unknown. There are less than 4,150 published academic studies on effectively implementing RTI in urban school settings. This research explores the phenomenon of implementing RTI using a theoretical lens of change management for elementary teachers in urban schools. The study contributes to the body of RTI knowledge by investigating the lived experiences of elementary school teachers who were involved in implementing RTI in an urban setting. The results of the study emphasize three themes that should be addressed during implementation: interventions, challenges, and training.</p>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2018

Author dc:creator

• Powell Mitchell, Nicole

Contributors dc:contributor

• Dr. Sanjuana Rodriguez
• Dr. Susan Stockdale

• Response to Intervention
• Learning Disabilities
• RTI Implementation
• Change Management for RTI
• Urban Elementary Schools

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/24

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1025