Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Susan Stanley

Keywords

rural, elementary, public schools, general education, perceptions, Multi-Tiered System of Support, collaboration, Professional Learning Communities, professional development, special education, Educational Service Unit, systemic thinking

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this multiple case study was to discover the perceptions of implementing a Multi-Tiered System of Support (MTSS), which included the roles that collaboration, Professional Learning Communities (PLCs), and professional development played in implementation for elementary general education teachers at rural public school districts in northeast Nebraska. The theory guiding this study was Chrislip and Larson's theory on collaborative leadership, as it supported the vitality of understanding the success of implementing MTSS from a collaborative lens. The central research question was: What are elementary general education teachers' perceptions of implementing MTSS in rural public school districts in northeast Nebraska? Purposeful sampling was used to select elementary general education teachers from rural public schools in northeast Nebraska. Data was collected through questionnaires, interviews, and observations. Following the manual coding, first and second-cycle coding, free coding, thematic analysis of participant questionnaires, interviews, and observations, overarching themes were identified into a singular body of evidence using a method of data triangulation. The study found that elementary general education teachers who implement MTSS within their school district lack school-wide support. The specific problem is the lack of time, collaborative opportunities, and professional development for these teachers.

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