Teachers' enacted and evolved beliefs about the Response to Intervention reform

This qualitative case study centered on an intimate group of fifth grade teachers by examining their personal beliefs about evaluating, relating, and revamping instructional practices accordingly to manage the Response to Intervention initiative. Three fifth grade teachers participated with in-depth interviews, grade level meetings, and focus group discussions in order to determine how a collaborative effort influenced the Response to Intervention process. The multiple case study design initially focused on how these teachers evolved and enacted their beliefs about implementing RTI, then investigated how this same group enacted care into their classroom practices. The intention of the study was to contribute novel understandings concerning the implementation of Response to Intervention that occurred in authentic classroom settings from teacher practitioner perspectives.