Theories Of The Situativity Theory

The theoretical framework that supports this study was rooted in the situativity theory. The situative perspective describes how experiences influence learning and perceptions (Putnam & Borko, 2000). Therefore, teachers’ experiences in various settings influence their knowledge and perceptions of RtI. This study explored teachers’ perceptions based on the ways they developed their understanding of RtI. The situative perspective was chosen specifically to justify analyzing each participant as an individual unit within the social context related to RtI as teachers develop knowledge of their practices (Borko, 2004; Putnam & Borko, 2000). In RtI, the degree to which educators hold responsibility of implementation differs depending on the support

Situated cognition explains how “the situation in which a person learns becomes a fundamental part of what is learned” (Putnam & Borko, 2000, p. 6). The activities that teachers are socially situated in are essential for individual learning (Putnam & Borko, 2000). According to situated learning, teachers can develop their growth when they actually implementing such

921). Within a socially situated community of practice, individuals usually construct knowledge based on their engagement and interactions with others, the environment, and the raw materials that are introduced into the community (Lave & Wenger, 1991). RtI staff meetings are like professional learning communities (PLC) where teachers come together based on grade level to discuss particular students’ learning difficulties and problem solving how to accommodate for them. In the process of understanding these difficulties, teachers share their experiences with the child and consult on students assessment data; then other teachers introduce strategies or interventions that they have found successful in similar situations (Lieberman, 1995). This kind of teacher collaboration may inform their understanding of their teaching practices and the needs’ of students. Further, within a problem-solving RtI model teams make a series of data-based decisions through the problem-solving model. In problem-solving teams, general educators have the opportunity to collaborate with school staff including special education teachers, counselors, and reading