The Role of Research Activity in Advancing Culturally Responsive Intervention Systems for Diverse Learners

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-7 - Meta-Analyses of School Climate Toward Intervention and Equity

Abstract

Response to Intervention (RTI) is an increasingly popular multi-tiered system of support intended to improve academic/behavior outcomes. While RTI implementation is becoming commonplace, especially in the area of literacy, scholars have called for increased attention to culturally responsive RTI frameworks as a crucial missing element in improving educational opportunities. We conducted a review of RTI literature foregrounding the important relationship between research as situated activity and student identities in local school contexts as a means to advance culturally responsive RTI systems. Our findings revealed a range of research responsiveness by researchers when attending to local needs, highlighting current research activity, opportunities for increased responsiveness, and a tool for action in future research design, knowledge and activity.

Authors

• Sarah Alvarado Diaz, Arizona State University - Tempe

• Taucia Gonzalez, University of Wisconsin - Madison

• Sultan Kilinc, Arizona State University