This qualitative single case study explored how general education middle school teachers implement the three tiers of the Multi-Tiered Response to Intervention (MTSS/RTI) model while delivering differentiated core curriculum instruction. The conceptual framework included the differentiated strategies of Fleming and Mills’ (1992) Visual, Aural, Read/Write, Kinesthetic (VARK) model; Vygotsky’s (1978) concept of Zone of Proximal Development (ZPD); and Wood, Bruner, and Ross’ (1976) concept of scaffolding. The sample group consisted of 11 general education middle school teachers in a single Central Florida school district. The data sources included an online questionnaire, interviews, and one focus group session. The macro-level research question that guided this study was: “How do general education middle school teachers implement tier one, tier two, and tier three of the MTSS/RTI model while delivering differentiated core curriculum instruction?” The analyzed data produced four themes: (1) tiered intervention strategies, (2) tiered progress monitoring measurements and frequency, (3) tiered documentation of responsiveness to interventions, and (4) tiered delivery of differentiated core curriculum instruction. The findings provide insightful perspective to general education middle school teachers, leading to an increase in the successful implementation of the three tiers of the MTSS/RTI model.
Keywords: Multi-Tiered Response to Intervention (MTSS/RTI) model and differentiated core curriculum instruction
|Commitee:||Roland, Troy, Sheppard, Tyler|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/04(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Special education, Teacher education|
|Keywords:||Differentiated instruction, Multi-tiered response to intervention|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be