Response to Intervention in High School Mathematics: One School's Implementation

Autor/inn/en	Bouck, Emily C.; Cosby, Missy D.
Titel	Response to Intervention in High School Mathematics: One School's Implementation
Quelle	In: Preventing School Failure, 63 (2019) 1, S.32-42 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1469463
Schlagwörter	Response to Intervention; High School Students; Mathematics Instruction; Mathematics Teachers; Identification; Case Studies; Program Implementation; Correlation; Educational Benefits; Teacher Certification; Learning Problems; Learning Disabilities; Special Education; Algebra; Student Placement; Student Improvement; Mathematics Tests + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Identifikation; Identifizierung; Case study; Fallstudie; Case Study; Korrelation; Bildungsertrag; Lernproblem; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	Response to Intervention (RtI) is a multitiered system of support, designed to improve student learning outcomes and early identification of struggling students. Much attention has been paid to RtI for literacy at the elementary level, but less on RtI for mathematics at the secondary level. The current case study examines one high school's implementation of an RtI program in mathematics. The main results included the inconsistent rate of growth across students in the RtI mathematics classes and the lack of a statistically significant relationship between tier status and rate of improvement; the inconsistent implementation of a general theorized RtI for mathematics model; and the perceived greatest benefit by students of the Tier 2 math class appeared to be the two certified mathematics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01