ABSTRACT

Focus groups were conducted with middle school general and special education teachers to investigate their perceptions of Response to Intervention (RTI) reading intervention. Three cross-cutting themes emerged through content analysis: (a) the exigency of professional development, (b) buidling capacity to implement in middle school, and (c) teacher leadership. Participants supported the concept of RTI, but frustrations with feasibility were reported. Teachers implementing a standard-protocol expressed mixed perceptions. Future research should explore models that strengthen school capacity for middle school RTI and implications for professional development.

摘要

与中学普通教育和特殊教育教师进行了焦点小组，以调查他们对干预反应 (RTI) 阅读干预的看法。通过内容分析出现了三个交叉主题：(a) 专业发展的紧迫性，(b) 在中学实施的能力建设，以及 (c) 教师领导力。参与者支持 RTI 的概念，但报告了对可行性的挫败感。实施标准协议的教师表达了不同的看法。未来的研究应该探索加强中学 RTI 学校能力和对专业发展的影响的模型。