A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School

Autor/inn/en	King Thorius, Kathleen A.; Maxcy, Brendan D.; Macey, Erin; Cox, Adrienne
Titel	A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School
Quelle	In: Remedial and Special Education, 35 (2014) 5, S.287-299 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514522100
Schlagwörter	Qualitative Research; Case Studies; Response to Intervention; Observation; Interviews; Special Education; Eligibility; Disability Identification; Clinical Diagnosis; Federal Legislation; Educational Legislation; Educational Policy; Elementary School Teachers; Special Education Teachers; Principals; Researchers; Verbal Ability; Mathematics Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Eignung; Bundesrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Principal; Schulleiter; Researcher; Forscher; Mündliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This qualitative case study focuses on factors mediating an urban school's enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding fieldnotes and interview transcripts; categorical meaning and themes were coded recursively. Informed by critical policy studies research and theory, findings indicated limited supports and minimal technical understandings of RTI. Educators appeared to replicate pre-RTI special education eligibility determination processes, manifested in scripts about student diagnoses based on minimal "interventions" and deficit-laden representations of students/families. Findings highlight challenges with urban schools' RTI enactment and justify future critical qualitative research regarding learning in schools shifting practice under policy directives. Although the study focuses on RTI as a case-in-point, findings have implications for future research that utilizes critical practice approaches to analyze ways local contexts mediate policy enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10