A Middle School's Response-to-Intervention Journey: Building Systematic Processes of Facilitation, Collaboration, and Implementation

Autor/in	Dulaney, Shannon K.
Titel	A Middle School's Response-to-Intervention Journey: Building Systematic Processes of Facilitation, Collaboration, and Implementation
Quelle	In: NASSP Bulletin, 97 (2013) 1, S.53-77 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636512469289
Schlagwörter	Assistant Principals; Response to Intervention; Middle Schools; Educational Improvement; Student Improvement; Academic Achievement; Grounded Theory; Capacity Building; Resource Allocation; Teaching Methods; Professional Development; Parent Participation; Middle School Students; Parents; Program Implementation; Facilitators (Individuals); Case Studies; Qualitative Research; Learning Disabilities + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Middle school; Mittelschule; Mittelstufenschule; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Ressourcenallokation; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Middle schools; Student; Students; Schüler; Schülerin; Eltern; Case study; Fallstudie; Case Study; Qualitative Forschung; Learning handicap; Lernbehinderung
Abstract	This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a review of the accomplishments and barriers to implementation they encountered are provided. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10