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Merging lesson study and response to intervention
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-1653-6120
2020 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 3, p. 277-288Article in journal (Refereed) Published
Abstract [en]

Purpose This article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN). Design/methodology/approach This theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers' development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed. Findings There are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement. Originality/value There has been almost no research about a combined LS and RTI model.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2020. Vol. 9, no 3, p. 277-288
Keywords [en]
Comparative study, Response to intervention, Lesson study, Professional development, Interventions, Learning outcomes
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-97282DOI: 10.1108/IJLLS-02-2020-0005ISI: 000546942900001Scopus ID: 2-s2.0-85087186294OAI: oai:DiVA.org:lnu-97282DiVA, id: diva2:1455296
Available from: 2020-07-23 Created: 2020-07-23 Last updated: 2022-05-21Bibliographically approved
In thesis
1. Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter: Från samlat forskningsläge till tillämpning i svensk skolkontext
Open this publication in new window or tab >>Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter: Från samlat forskningsläge till tillämpning i svensk skolkontext
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The Response to Intervention model originated in the United States. The model aims to prevent learning difficulties through early identification and thus early intervention. The goal is that no student should fall behind “No child left behind”. The purpose of the thesis is to investigate how RtI can function as a special didactic model in primary school. It seeks to systematically organize early identification and early intervention regarding students' reading development and thereby counteract reading difficulties. The thesis first study is a meta-analysis that examines the effects of tier 2 interventions on primary school students' word decoding development. A small to moderate effect was found g = .31. The second study examined the effects of RtI when identifying and intervening students in need of support in their reading development. The study was conducted as a quasi-experiment with grade 2 students (n = 11 + 11). The results showed effect sizes between g = .49 - 1.00 on word decoding and reading comprehension, however, the results were not significant. The teachers' perception of the model was also compiled. They found that RtI worked very well as the students received support and the teachers were given the opportunity to collaborate. They did however also find that the RtI model was inflexible and resource-intensive. The third study was longitudinal and followed students' (n = 113) reading development during grade 1 and 2 within RtI. A significant reduction in students in need of support was noted. In comparison with a reference group (n = 759), there were significantly fewer students who performed below the 25th percentile and fewer RtI students who did not maintain their reading ability. The results showed that RtI seems to function as a special didactic model in accordance with "No child left behind". Nevertheless, there are students who have received interventions within the model that do not reach age-appropriate levels. The fourth article discusses the possibilities of combining Response to Intervention and Lesson Study as the models seem to be able to complement each other.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022. p. 114
Series
Linnaeus University Dissertations ; 452
Keywords
response to intervention (RtI); multitiered system of support (MTSS); reading; at risk; reading difficulties; primary education
National Category
Didactics
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-113005 (URN)9789189709065 (ISBN)9789189709058 (ISBN)
Public defence
2022-06-17, Weber, Universitetsplatsen 1, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2017-06039
Available from: 2022-05-25 Created: 2022-05-21 Last updated: 2024-03-12

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