Literaturnachweis - Detailanzeige
| Autor/in | Vague, Kimberly Cullingford |
|---|---|
| Titel | A Case Study of One School's Journey in the Implementation Process of Response to Intervention: Challenges at the Middle School Level |
| Quelle | (2011), (125 Seiten)
PDF als Volltext Ed.D. Dissertation, Wingate University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2671-0223-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Early Intervention; Response to Intervention; Student Development; Evaluation Methods; Screening Tests; Disability Identification; Middle Schools |
| Abstract | The components of a successful Response to Intervention (RtI) process are the following: monitored student growth, reviewed assessment tools used in screening students, and assessed data collection methods. RtI is well documented in the literature and has been the topic of many early intervention studies predominantly in the elementary setting. However, middle and high schools often struggle with flexibility in building a framework which offers intervention strategies and school-wide identification systems. This case study examines one middle school's journey through four years of developing a successful RtI program. The researcher provides insight into the process employed by the school to develop its framework for full implementation of RtI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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