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Educators' Perceptions of Skills and Practices in a Response to Intervention Framework for Culturally and Linguistically Diverse Students: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educators' Perceptions of Skills and Practices in a Response to Intervention Framework for Culturally and Linguistically Diverse Students: A Qualitative Case Study./
作者:	Olmstead, Rose Moon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	167 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544090
ISBN:	9798535504278

Educators' Perceptions of Skills and Practices in a Response to Intervention Framework for Culturally and Linguistically Diverse Students: A Qualitative Case Study.
Olmstead, Rose Moon.

Educators' Perceptions of Skills and Practices in a Response to Intervention Framework for Culturally and Linguistically Diverse Students: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 167 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

US public schools consistently have an increase in culturally and linguistically diverse students (CLD) students also known as English language learners (ELLs). Research has shown that CLD students require language development instruction embedded with content; however, national trends in graduation rates and academic performance indicate that CLD students are not receiving adequate instruction. This qualitative case study aimed to explore the perceptions of middle school educators as they work in a Response to intervention (RTI) framework working with CLD students. RTI is a process which increases a school's ability to identify the needs of students to help close the achievement gap. The problem is core content classroom teachers' perceptions of their instruction to meet CLD students' needs vary. This problem impacts CLDs because RTI is not effective in improving instructional practices that are not adequate. The purpose of this study was to describe classroom pedagogy through educators' perspectives in RTI. Three research questions emerged: (1) What are teachers' perceptions of instructional practices as a Tier 1 interventionist in RTI as it relates to CLD students?, (2) What are administrators' perceptions of classroom instruction viewed within RTI as it relates to CLD students?, and (3) What are teachers' perceptions of pedagogy related to their instructional practices that are present within classes? Semi-structured interviews, lesson plans, and classroom observations were part of the data collection process. Based on the educators' perceptions and teachers' observations, the results of this study indicated that core content teachers in middle school do not fully understand their role in RTI and that teachers and administrators require continuous professional development on CLD instructional practices. On this basis, it is recommended that during professional learning, ELL teachers work collaboratively with core classroom teachers and administrators to create a sustainable and equitable learning environment for CLD students.

ISBN: 9798535504278Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Core content classroom instruction

Educators' Perceptions of Skills and Practices in a Response to Intervention Framework for Culturally and Linguistically Diverse Students: A Qualitative Case Study.
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