Just‐in‐time pedagogy: teachers' perspectives on the response to intervention framework

Abstract

The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in‐service teacher certification standards and developing similar batteries for assessing literacy skills. Using the International Reading Association's RTI principles, the following question directed this inquiry: what are the perspectives of teachers in various educational, geographic, economic and cultural settings of the RTI? The research was developed through questionnaires, focus groups and semi‐structured interviews. Findings revealed that teacher professional development, assessments and collaboration for instruction were highly integrated themes when developing RTI strategies as reforming practice and increasing student literacy. Michigan and Texas teachers were more confident and comfortable in measuring and identifying students with reading difficulties over their ability to prevent learning disabilities through their instruction.

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