Engaging the Reluctant Teacher: 7 Reasons Why Instructors May Resist Implementing Classroom RTI Interventions

Authors: Intervention Central

Teaser:

This article presents common reasons that teachers might be reluctant to accept their role as RTI intervention ‘first responders’.

The willingness of teachers to implement interventions is essential in any school to the success of the RTI model.

References:

Fisher, D. (2007). Creating a schoolwide vocabulary initiative in an urban high school. Journal of Education for Students Placed at Risk, 12, 337-351.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
Martens, B. K. (1993). A case against magical thinking in school-based intervention. Journal of Educational and Psychological Consultation, 4(2), 185-189.
Walker, H. M. (2004). Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33, 398-407.

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