Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Suha Tamim
Abstract
The purpose of this mixed methods action research study was to understand teachers’ perceptions of Ci3T tier 1 academic practices following the first year of implementation. Tier 1 instruction, delivered primarily by classroom teachers, is meant to meet the needs of a majority of students. Understanding teachers’ perceptions of program implementation, as well as reviewing student data to seek impacts of Ci3T on student learning, are important considerations when deciding how to improve the system. This study focused on the experiences and perceptions of English Language Arts teachers and Special Education teachers who work in ELA classes.
Data were gathered using qualitative and quantitative measures. Focus groups, interviews, and surveys were used to understand teachers’ perceptions of Ci3T implementation, while student testing data were used to understand the potential impacts of Ci3T on student learning. Findings showed that while teachers perceived that they embedded tier 1 practices in their instruction, they did not believe that Ci3T impacted their teaching or student learning. Participants also shared challenges of implementation, such as lack of training and lack of time, which led to them feeling overwhelmed. Data collected through student performance likewise shows that Ci3T did not affect students’ scores on universal screeners and state standardized testing. The findings led to the creation of an action plan that addresses the challenges that participants experienced. This action plan could lead to changes to the Ci3T plan so that teachers are better supported.
Rights
© 2025, Martha Kathryn Jenkinson
Recommended Citation
Jenkinson, M. K.(2025). A Study of CI3T Implementation: Middle School ELA Teachers' Perceptions of Tier 1 Academic Practices on Student Performance. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8435