Perceptions of RTI Implementation among Administrators in Rural Elementary Texas Public Schools
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 2018
Abstract
The purpose of this qualitative research study was to explore the perceptions of RTI implementation among administrators in rural Texas elementary schools. Qualitative research was needed to provide administrators with a comprehensive understanding of the demands of RTI implementation (Benjamin, 2011). The researcher conducted a qualitative study in which administrators from rural elementary public schools in Texas were selected because of their knowledge and experience in the educational system. Participants participated in semi-structured interviews that focused on the implementation of RTI in their school. A review of the literature examined the existing literature on the historical perspective, definition, and components of RTI, as well as the diverse needs of students and how special education relates to RTI. This study fills this gap through the use of hermeneutic phenomenology, which organized and structured the perceptions of experienced educators. The findings resulted in six themes that were value, leadership, training, processes, student focus, and concerns including funding, resources, teacher turnover, time and training.
Advisor
Chuck Holt
Subject Categories
Education | Educational Administration and Supervision | Educational Leadership
Recommended Citation
Barton, Angela, "Perceptions of RTI Implementation among Administrators in Rural Elementary Texas Public Schools" (2018). Electronic Theses & Dissertations. 435.
https://digitalcommons.tamuc.edu/etd/435
