Dissertation/Thesis Abstract

Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework
by Hein, Vanessa L., M.A., University of South Florida, 2011, 91; 1502376
Abstract (Summary)

There exists a highly charged debate about whether or not the Problem Solving/Response to Intervention (PS/RtI) model works alone in lowering the rate of special education referrals for students in an inclusive learning environment. This study seeks to explore the incorporation of a culturally responsive pedagogy (CRP) into the PS/RtI framework, with the assumption that it would assist teachers with PS/RtI implementation as well as enhance their classroom learning environment. Interviews with PS/RtI coaches and elementary school teachers implementing PS/RtI are coded using inductive and deductive strategies, using salient factors of both CRP and PS/RtI as indicators for a comparative analysis. Results suggest that PS/RtI coaches and teachers in favor of CRP incorporation have a more positive perspective about inclusive education as well as viewing PS/RtI as a successful and sustainable model that benefits all children in the classroom, in addition to lowering the rate of special education referrals. The result of a union between a pedagogical model and a problem-solving model purports to not only promote whole-child instruction, but a more holistic school-wide learning environment.

Indexing (document details)
Advisor: Borman, Kathryn
Commitee: Bird, Liz, Greenbaum, Susan
School: University of South Florida
Department: Anthropology
School Location: United States -- Florida
Source: MAI 50/03M, Masters Abstracts International
Subjects: Pedagogy
Keywords: Differentiation, Inclusive education, Professional development, Teacher quality, Whole-chil instruction
Publication Number: 1502376
ISBN: 978-1-267-03357-4
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