Date of Award
1-26-2017
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Steve Bounds
Committee Members
Jackie McBride; John Bieneke
Call Number
LD251 .A566d 2016 D87
Abstract
This case study examined the perceptions and concerns of Tennessee high school English and math teachers regarding the implementation of RTI2 within a general secondary education using the theoretical framework of the concerns-based adoption model (CBAM) proposed by (Hall, 1979). Specifically, the Stages of Concern Questionnaire (SoC-Q) portion of the CBAM was utilized. Data regarding participants’ stages of concern about RTI2 implementation were collected from teachers across the state. Perceptions on RTI2 implementation practices were studied for 223 secondary teachers. The data was used to determine if there was statistically significant differences in the Stages of Concern for Tennessee high school English and math teachers when compared in terms of (a) years of involvement with RTI2 implementation; (b) perceived level of knowledge of RTI2; (c) hours of RTI2 training; (d) years of teaching experience; (e) gender; (f) size of school; and (g) type of school structure. Overall, findings indicated that the secondary teachers were at similar stages of concern. The data collected indicated that teachers’ RTI2 concerns were more intense in the Self dimension and the least intense in the Collaboration dimension. With the exception of three research questions, four of the research questions indicated statistically significant differences in the Stages of Concern for Tennessee high school English and math teachers. Currently, there is a gap in the literature regarding Tennessee teacher perceptions of RTI2 implementation within the general secondary education environment. This study will fill the void in the literature and identify ways in which school administrators can provide measures of support and planning to reduce teacher concerns regarding RTI2’s differentiated instructional requirements.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Durley, Donald Clinton, "Tennessee Teacher Perspectives on Response to Instruction and Intervention" (2017). Student Theses and Dissertations. 597.
https://arch.astate.edu/all-etd/597
