ABSTRACT This case study examined an approach for sustaining the Targeted Reading Intervention (TRI) in rural schools. Researchers, teachers, and district-level partners collaboratively implemented the TRI Certification Process in order to sustain the TRI in one rural school district once researcher-based support ended. Primarily drawing from semi-structured interviews with TRI Facilitators, principals, and TRI coaches, findings indicated that student and teacher growth were important motivators. TRI coaches, the straightforward certification process, and leadership opportunities were supports that enabled teachers to complete the TRI Certification Process. Technology difficulties and student recruitment were challenging aspects of the TRI Certification Process. Our findings suggest that the TRI Certification Process may be a promising model for sustaining other interventions in schools.

中文翻译：

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有针对性的阅读干预教师认证：农村学校教师专业知识建设和维持的方法

摘要 本案例研究检验了一种在农村学校维持有针对性的阅读干预 (TRI) 的方法。研究人员、教师和地区级合作伙伴共同实施 TRI 认证流程，以便在基于研究人员的支持结束后在一个农村学区维持 TRI。主要来自对 TRI 辅导员、校长和 TRI 教练的半结构化访谈，结果表明学生和教师的成长是重要的推动因素。TRI 教练、简单的认证过程和领导机会是使教师能够完成 TRI 认证过程的支持。技术困难和学生招募是 TRI 认证过程中具有挑战性的方面。