Abstract
This study uses educational change theories and a case study research methodology to describe educator perceptions of a Response to Intervention (RTI) model following ongoing implementation in one rural Alaskan elementary school. Informed by educational change literature, the research questions were developed to explore and describe current cultural and structural conditions that support or inhibit effective school-level RTI implementation. This study is guided by three research questions: (1) What are educators' understandings, perceptions of value, and efficacy beliefs associated with the RTI model and its essential components as applied within one rural Alaskan elementary school?; (2) What are educators' perceptions of essential RTI structures currently in place within the school?; and (3) How do current cultural conditions, as indicated by educator perceptions, support or inhibit effective application of RTI within the context of the school?
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