Dissertation/Thesis Abstract

A Qualitative Study of High School Principals' Role in the Implementation Process of Response to Intervention within a High-School Mathematics Curriculum
by Dunneback, Jason, Ed.D., Chicago State University, 2014, 119; 3629536
Abstract (Summary)

This qualitative study determined the role that high school principals have in leading the implementation process of Response to Intervention (RtI) within their high-school mathematics curriculum. School districts that have not met Adequate Yearly Progress (AYP) need to change instructional practices in order for struggling and failing students to achieve success. RtI is a process that is used to support student learning and improve teacher instructional practices to achieve that success, but many mathematics teachers are in need of leadership and direction in order to accomplish this task. As a qualitative study, subjects were interviewed in order to learn about their RtI implementation process in their high schools' mathematics curricula. This study sought to find the core components essential for successful implementation of RtI within their schools' mathematics curriculum and the leadership responsibilites, of a high-school principal, that influence the implementation process within a high school mathematics curriculum. A comparison analysis of the data was done to identify trends of the implemenation process amongst the schools. Data was collected through electronic interviews from principals of the participating high schools. The participating high schools had at least 80% of the general education students meeting AYP in mathematics. A seven step process was used to analyze the data. Data revealed that transformational leadership qualities are a necessary component for successful implelentation of an initiative as RtI. From the analysis, further research will be determined.

Indexing (document details)
Advisor: Seo, Byung-In
Commitee: Carroll, Ed.D, Margaret Kelly, Headen, Ph.D, Omar, Laura, Ph.D, Crystal
School: Chicago State University
Department: Doctoral Studies
School Location: United States -- Illinois
Source: DAI-A 75/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration, Education
Keywords: Adequate Yearly Progress, Response to Intervention, Student learning
Publication Number: 3629536
ISBN: 9781321065619
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