Response to intervention in mathematics : a multi-case study of teachers' experiences.

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dc.contributor.advisorCooper, Sandra Bennett.
dc.creatorWolff, Leslie M., 2000-
dc.date.accessioned2024-07-17T14:02:17Z
dc.date.available2024-07-17T14:02:17Z
dc.date.created2023-08
dc.date.issued2023-08
dc.date.submittedAugust 2023
dc.date.updated2024-07-17T14:02:17Z
dc.description.abstractThis study is a multi-case study of three districts’ use of RTI in mathematics. Two fifth grade mathematics teachers from each district were interviewed to gain insight on their experiences with the RTI model. The purpose of this research was to understand the context in which teachers are using the RTI framework: the training, support, and resources. The interviews and the district artifacts were analyzed to find similarities and differences among the three districts. The findings suggest that various iterations of the RTI framework can be found between the districts as well as between campuses of the same district. Furthermore, district-level leadership accounts for the resources and training, which then affects teachers’ attitudes and knowledge of the framework. Implications of the importance of district level leadership and the need for quantitative studies are discussed, including recommendations for best practices regarding RTI in mathematics.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2104/12801
dc.language.isoEnglish
dc.rights.accessrightsWorldwide access
dc.titleResponse to intervention in mathematics : a multi-case study of teachers' experiences.
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.nameM.A.
thesis.degree.programCurriculum & Instruction
thesis.degree.schoolBaylor University

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