Implementing RTI in Two Rural Elementary Schools: Encouraging Beginnings and Challenges for the Future

Autor/inn/en	Robinson, Gretchen G.; Bursuck, William D.; Sinclair, Kristin D.
Titel	Implementing RTI in Two Rural Elementary Schools: Encouraging Beginnings and Challenges for the Future
Quelle	In: Rural Educator, 34 (2013) 3, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Response to Intervention; Elementary School Students; Rural Schools; Pilot Projects; Problem Solving; Teaching Methods; Decision Making; Data Analysis; Models; Reading Instruction; Teacher Collaboration; Special Education; Special Education Teachers; Semi Structured Interviews; Observation + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Pilot project; Modellversuch; Pilotprojekt; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Auswertung; Analogiemodell; Leseunterricht; Lehrerkooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Beobachtung
Abstract	Response to Intervention (RTI) models are currently being implemented in many school districts nationwide. However, at a time when interest in RTI is high, the extent to which it is being implemented effectively in rural schools is largely unknown. Teachers and administrators in two rural elementary schools in the Southeastern United States who were part of a state-wide RTI pilot project participated in this study. Interviews were conducted along with field observations of classroom instruction and team problem-solving meetings. Using a multi-step process for data analysis, various implementation themes emerged related to tiered instruction, data-based decision making, support for model implementation, and collaboration. Findings in these areas support issues raised in the literature regarding factors in rural schools that may impede or enhance fidelity of model implementation. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10