Cognitive styles in children

The current qualitative study focuses on how teachers perceive the Response to
Intervention (RtI) framework for English learners, specifically assessments and the
instructional decision-making process. RtI serves as a framework to help “close the gap”
and create a more equitable environment for struggling English learners (Florida
Department of Education, 2008). The current study explored elementary school general
education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring.
Teacher participants addressed elements of the RtI process: three tiers of RtI,
evidence-based interventions, data and data collection, and progress monitoring. Based
on teacher responses, teachers monitor student progress, but find some elements of
progress monitoring unclear. Participants expressed concern about measuring student
progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level.
The RtI framework includes targeted interventions for struggling students, and
participants perceive that RtI helps to identify students with disabilities earlier.
Participants reported benefits and drawbacks related to RtI. The participants specifically
focused on the collaborative problem solving team as a beneficial support system for
teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.

Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.