Date of Award

4-25-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Dianne Renn

Abstract

This mixed-methods study uses a design-based approach to school improvement. At the center of the study, a focus group was utilized to explore the current response to intervention process in place specifically in the area of third-grade reading. Working through Mintrop’s cycle of inquiry, this study was embedded into the professional development of the research team with key questions used to gain an understanding of the intervention process as a whole. During the process, the research team, consisting of classroom teachers and an interventionist, designed and implemented an intervention that was then evaluated at the completion of the 90-day cycle of inquiry. Overall, this study aimed to take a closer look at the intervention process, with a highlight on data literacy, and determine additional supports that may be necessary using future cycles of inquiry. The study identified three main themes as they related to response to intervention: targeted interventions, time, and trust.

Comments

Imported from Justus_ilstu_0092E_12308.pdf

DOI

https://doi.org/10.30707/ETD2023.20231004061828996260.999966

Page Count

93

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