Using their Own Stories: A Culturally Relevant Response to Intervention

Driven by sociocultural theories, First Author, Maggie conducted a critical action research study of her attempts to enact culturally relevant practices in a Response to Intervention (RtI) reading group. A grounded theory approach informed the analysis of her data. In this paper, we theorize three themes that were generated from the data analysis. We assert that in order to prevent RtI from becoming another unsuccessful, de-contextualized, large-scale effort, teachers and students would benefit from a culturally relevant response to intervention—a commitment to locate the contextual contingencies in which RtI is being implemented; to pay attention to what happens in the “down time” outside of the scripted parts of RtI lessons; and to make explicit efforts to use children’s own stories as the RtI texts

Vagle, Mark D., Crafting Phenomenological Research. Walnut Creek,CA: Left Coast Press, 2014

Presents a researcher-friendly introduction to the craft of doing phenomenological research; builds on the work of philosophical luminaries as well as three contemporary methodological approaches (Giorgi 2009 descriptive, van Manen 2001 hermeneutic, Dahlberg & Dahlberg, 2008 reflective); presents the author\u27s own post-intentional approach along with practical guidelines and examples of phenomenological writing

Crafting phenomenological research

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Not a stage! : a critical re-conception of young adolescent education /

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