Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Matthew Prukalsi
Second Advisor
Jennifer Crawford
Abstract
The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models.
Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning models
Comment
Ed.D. Dissertation
Recommended Citation
Hollender, Kristina M., "An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention" (2025). Doctor of Education Program Dissertations. 61.
https://dune.une.edu/edu_diss/61
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons