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Elementary Mathematics Teachers' Perceptions of RTI2 Implementation for Special Education Students in Southwest Tennessee

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Title: Elementary Mathematics Teachers' Perceptions of RTI2 Implementation for Special Education Students in Southwest Tennessee
Language: English
Authors: Dennis L. Kimbrough
Source: ProQuest LLC. 2024Ed.D. Dissertation, Walden University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 211
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Elementary School Mathematics, Mathematics Teachers, Teacher Attitudes, Special Education, Students with Disabilities, Urban Schools, School Districts, Grade 3, Grade 4, Grade 5, Program Implementation, Teaching Methods, Learner Engagement
Geographic Terms: Tennessee
ISBN: 979-83-8197-275-7
Abstract: The problem addressed through this study was the inconsistent implementation of RTI2 in the mathematics classes for special education (SPED) upper elementary (i.e., Grades 3-5) students at a Southwestern, urban Tennessee school district (SUTSD). Students in SPED have low mathematics proficiency. Researchers have demonstrated that RTI2 is a process that can be used to address students' deficit areas; however, the implementation of the program in the local school district has not been established. This basic qualitative study aimed to explore teachers' perceptions about the usefulness and challenges of implementing RTI2 for SPED students in mathematics classrooms. The implementation science framework, which promotes the integration of research findings and evidence into practice and policy, was the lens for this study. The study's research questions explored teacher perceptions of the usefulness and challenges of implementing RTI2. The 10 participants were gathered through a purposeful sample of the SUTSD Grades 3-5 teachers with 1-year experience using RTI2. Data were analyzed thematically to capture commonalities in the data gained from participants' knowledge and experience. The results of implementing RTI2 indicated that it is useful to SPED students in mathematics classrooms because it enables teachers to connect learning to students' lives and help students with mastering skills. Teachers identified challenges associated with the need for content support, additional personnel support in the classroom, and support to address deficits in student engagement. The potential positive social change is that district leadership could use the findings to strengthen the implementation of RTI2 within the SUTSD and prepare SPED students for their future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31142399
Accession Number: ED649192
Database: ERIC
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PubType: Dissertation/ Thesis
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  Data: Elementary Mathematics Teachers' Perceptions of RTI2 Implementation for Special Education Students in Southwest Tennessee
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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– Name: Abstract
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  Data: The problem addressed through this study was the inconsistent implementation of RTI2 in the mathematics classes for special education (SPED) upper elementary (i.e., Grades 3-5) students at a Southwestern, urban Tennessee school district (SUTSD). Students in SPED have low mathematics proficiency. Researchers have demonstrated that RTI2 is a process that can be used to address students' deficit areas; however, the implementation of the program in the local school district has not been established. This basic qualitative study aimed to explore teachers' perceptions about the usefulness and challenges of implementing RTI2 for SPED students in mathematics classrooms. The implementation science framework, which promotes the integration of research findings and evidence into practice and policy, was the lens for this study. The study's research questions explored teacher perceptions of the usefulness and challenges of implementing RTI2. The 10 participants were gathered through a purposeful sample of the SUTSD Grades 3-5 teachers with 1-year experience using RTI2. Data were analyzed thematically to capture commonalities in the data gained from participants' knowledge and experience. The results of implementing RTI2 indicated that it is useful to SPED students in mathematics classrooms because it enables teachers to connect learning to students' lives and help students with mastering skills. Teachers identified challenges associated with the need for content support, additional personnel support in the classroom, and support to address deficits in student engagement. The potential positive social change is that district leadership could use the findings to strengthen the implementation of RTI2 within the SUTSD and prepare SPED students for their future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 211
    Subjects:
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Tennessee
        Type: general
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      – TitleFull: Elementary Mathematics Teachers' Perceptions of RTI2 Implementation for Special Education Students in Southwest Tennessee
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