Response to Intervention

Abstract

This multi-site interpretive case study examined the roles of school culture, personal beliefs, and knowledge of RTI on implementation. Through individual interviews, observations and document reviews, the researcher was able to capture teachers’ and administrators’ pedagogical beliefs and interpret how these factors influence the general educators’ and administrators’ perception of RTI and implementation of programs for the general population of students. The theories that guided this study included cultural theory, conflict theory, and structural-functionalism. A variety of coding methods were used and thirteen themes were developed from the researcher’s interpretation of the participants’ responses. Participants also shared other factors that impact. Key findings also included educators’ varied perceptions of the purpose of RTI, which correlated with their professional disciplines.