Perceptions of Teachers and Administrators regarding the Effectiveness and Implementation of the RTI Framework in K-4th Grade Elementary Schools of a Rural Eastern Tennessee School District
Abstract
The implementation of Response to Intervention (RTI) has increased over the years and provided students with the support needed to close the learning gap and succeed in school. The purpose of this study was to evaluate the perceptions of the effectiveness of the RTI framework in a rural school district in Tennessee. The study included kindergarten through fourth-grade educators in nine elementary schools in a rural eastern Tennessee school district. The researcher analyzed the differences in participant responses based on the position they held at their respective schools and years of experience in education.
Subject Area
Educational administration|Education Policy|Elementary education
Recommended Citation
Natalie Hogg Roberts,
"Perceptions of Teachers and Administrators regarding the Effectiveness and Implementation of the RTI Framework in K-4th Grade Elementary Schools of a Rural Eastern Tennessee School District"
(2021).
ETD Collection for Tennessee State University.
Paper AAI28416867.
https://digitalscholarship.tnstate.edu/dissertations/AAI28416867