The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.
Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning models
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.</p> <p><strong>Keywords</strong>: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning models</p>","abstract_has_math":false,"creators":["Hollender, Kristina M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Matthew Prukalsi","Jennifer Crawford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["professional development","response to intervention (RtI)","middle school teachers","teachers' perceptions","adult learning theory","Massachusetts public schools","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Junior High, Intermediate, Middle School Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/61","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Matthew Prukalsi","Jennifer Crawford"]},{"key":"dc:creator","label":"Author","values":["Hollender, Kristina M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","response to intervention (RtI)","middle school teachers","teachers' perceptions","adult learning theory","Massachusetts public schools","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Junior High, Intermediate, Middle School Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/61"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.
Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning models
"]},{"key":"dc:title","label":"Title","values":["An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention"]}]}],"canonical_facts":{"dc:contributor":["Matthew Prukalsi","Jennifer Crawford"],"dc:creator":["Hollender, Kristina M."],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.
Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning models
"],"dc:identifier":["https://dune.une.edu/edu_diss/61"],"dc:subject":["professional development","response to intervention (RtI)","middle school teachers","teachers' perceptions","adult learning theory","Massachusetts public schools","Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Junior High, Intermediate, Middle School Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}