Elementary pre-service teachers' perceptions and experiences of mathematics intervention: A pilot study of course embedded Response to Intervention practices

Date
2015
Authors
Hurlbut, Amanda R.
Tunks, Jeanne L.
Journal Title
Journal ISSN
Volume Title
Publisher
AERA Online Paper Repository
Abstract

Response to Intervention is a widely implemented intervention and pre-referral program in many schools is a result of the reauthorization of the 2004 Individuals with Disabilities Education Act. This study examined elementary pre-service teachers’ perceptions of and experiences with mathematics intervention and RTI practices in a methods course at one north Texas university. Data were collected using Seidman’s three-step interview series with nine pre-service participants and through document analysis of the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the theoretical framework from which to analyze the data. Preliminary results with participants suggest a wide variance in RTI understandings according to their coursework and the inclusion of RTI principles in the mathematics methods course.

Description
Originally presented at the annual meeting of the American Educational Research Association. English. Published online 2015. http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/957066
Keywords
Teacher education, Pre-service, Teacher knowledge, Tutoring
Citation
This is the published version of a presentation that is available at http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/957066 Recommended citation: Hurlbut, A. (2015). Elementary pre-service teachers' perceptions and experiences of mathematics intervention: A pilot study of course embedded Response to Intervention practices. Paper presented at the annual meeting of the American Educational Research Association. Retrieved October 20, 2022 from the AERA Online Paper Repository. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.