Date
4-17-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sabine Branch
Keywords
READ Act, self-efficacy, reading interventions, RtI, small rural
Disciplines
Education | Reading and Language
Recommended Citation
Cronsell, Misty M., "Teachers' Lived Experiences of Implementing Reading Interventions at the Middle School Level in Small Rural Districts to Meet the Requirements of the Colorado READ Act: A Phenomenological Qualitative Study" (2024). Doctoral Dissertations and Projects. 5336.
https://digitalcommons.liberty.edu/doctoral/5336
Abstract
The purpose of this phenomenological study was to understand the lived experiences of small rural middle school teachers who are mandated by the Colorado READ Act to implement reading interventions for all students on READ plans. The theory guiding this study was Bandura’s theory of self-efficacy as it pertains to the self-efficacy beliefs the teachers have who are providing these reading interventions. The study involved 10 middle school teachers from across the state of Colorado who were responsible for the reading interventions at the middle school level. The use of individual interviews, focus interviews, document analysis, and a self-efficacy survey were used to gather data. An analysis of each set of data was conducted that involved coding and recognizing reoccurring themes. These themes were analyzed further for the essence. The main themes of the study were: time/resources, training/support, district expectations versus state mandates, and teacher self-efficacy.
