Challenges Teachers Face When Implementing Multi-Tiered Systems of Supports: Recommendations and Interventions
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| Title: | Challenges Teachers Face When Implementing Multi-Tiered Systems of Supports: Recommendations and Interventions |
|---|---|
| Language: | English |
| Authors: | Amber Durrett Drake |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, Nova Southeastern 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: | 90 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Preschool Teachers, Elementary School Teachers, Multi Tiered Systems of Support, Teacher Attitudes, Barriers, Stress Management, Stress Variables, Time Management, Professional Development, Attendance, Intervention, Reading Skills, Response to Intervention, Parent Teacher Cooperation, Resource Teachers, Resource Room Programs |
| ISBN: | 979-83-468-9330-1 |
| Abstract: | The purpose of this study was to examine the challenges that teachers faced when it came to the implementation of interventions and recommendations in the Multi-Tiered System of Support (MTSS). Through the MTSS, educators provided concentrated teaching, detected early signs of issues related to academic, behavioral, and speech deficiencies, and recommended fact-based interventions and practices in response to students' needs. Identifying students' deficits early reduced the risk of large student gaps and improved overall progress. Participants were seven Pre-k through Grade 5 teachers working in a Title 1 school located in a large metropolitan city area. Participants were selected through probability sampling. The research design was grounded theory design. Data was collected with an interview protocol and analyzed for themes to answer three research questions. Data analysis was guided by the constant comparative data analysis procedure (Creswell, 2023). For Research Question 1, four themes described the challenges experienced when teachers implemented interventions. Examples of the themes are: (a) insufficient time to implement MTSS interventions contributed to teacher stress, (b) insufficient teacher training on using the MTSS, and (c) constantly absent students from classrooms unable to show progress on interventions. For Research Question 2, seven themes conveyed the teachers' perspectives on the MTSS recommendations and how the recommendations were implemented within the classrooms. Examples of the themes are: (a) some interventions do not work as planned because students master the interventions and continue struggling with reading skills; (b) some students with no intervention plans do not receive the required teacher attention; and (c) MTSS may be modified with a period each day where students are pulled out of classrooms to work in less noisy environments. For Research Question 3, four themes represented support that should be given to teachers to increase the effectiveness of MTSS interventions within the classrooms. Examples of the themes are: (a) allow teachers and parents more input in the development of the interventions because teachers know their students best; (b) assign support professionals to help teachers with interventions, especially first-year teachers; and (c) more modeling and hands-on training for teachers to understand and correctly implement interventions. [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: | 2025 |
| 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:31562678 |
| Accession Number: | ED670526 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED670526 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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Through the MTSS, educators provided concentrated teaching, detected early signs of issues related to academic, behavioral, and speech deficiencies, and recommended fact-based interventions and practices in response to students' needs. Identifying students' deficits early reduced the risk of large student gaps and improved overall progress. Participants were seven Pre-k through Grade 5 teachers working in a Title 1 school located in a large metropolitan city area. Participants were selected through probability sampling. The research design was grounded theory design. Data was collected with an interview protocol and analyzed for themes to answer three research questions. Data analysis was guided by the constant comparative data analysis procedure (Creswell, 2023). For Research Question 1, four themes described the challenges experienced when teachers implemented interventions. Examples of the themes are: (a) insufficient time to implement MTSS interventions contributed to teacher stress, (b) insufficient teacher training on using the MTSS, and (c) constantly absent students from classrooms unable to show progress on interventions. For Research Question 2, seven themes conveyed the teachers' perspectives on the MTSS recommendations and how the recommendations were implemented within the classrooms. Examples of the themes are: (a) some interventions do not work as planned because students master the interventions and continue struggling with reading skills; (b) some students with no intervention plans do not receive the required teacher attention; and (c) MTSS may be modified with a period each day where students are pulled out of classrooms to work in less noisy environments. For Research Question 3, four themes represented support that should be given to teachers to increase the effectiveness of MTSS interventions within the classrooms. Examples of the themes are: (a) allow teachers and parents more input in the development of the interventions because teachers know their students best; (b) assign support professionals to help teachers with interventions, especially first-year teachers; and (c) more modeling and hands-on training for teachers to understand and correctly implement interventions. [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.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="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:31562678" linkWindow="_blank">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:31562678</link> – Name: AN Label: Accession Number Group: ID Data: ED670526 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 90 Subjects: – SubjectFull: Preschool Teachers Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Multi Tiered Systems of Support Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Barriers Type: general – SubjectFull: Stress Management Type: general – SubjectFull: Stress Variables Type: general – SubjectFull: Time Management Type: general – SubjectFull: Professional Development Type: general – SubjectFull: Attendance Type: general – SubjectFull: Intervention Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Response to Intervention Type: general – SubjectFull: Parent Teacher Cooperation Type: general – SubjectFull: Resource Teachers Type: general – SubjectFull: Resource Room Programs Type: general Titles: – TitleFull: Challenges Teachers Face When Implementing Multi-Tiered Systems of Supports: Recommendations and Interventions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Amber Durrett Drake IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-468-9330-1 Titles: – TitleFull: ProQuest LLC Type: main |
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