دورية أكاديمية
A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School
| العنوان: | A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School |
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| اللغة: | English |
| المؤلفون: | King Thorius, Kathleen A., Maxcy, Brendan D., Macey, Erin, Cox, Adrienne |
| المصدر: | Remedial and Special Education. Sep-Oct 2014 35(5):287-299. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 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 |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Qualitative Research, Case Studies, Response to Intervention, Observation, Interviews, Special Education, Eligibility, Disability Identification, Clinical Diagnosis, Federal Legislation, Educational Legislation, Educational Policy, Elementary School Teachers, Special Education Teachers, Principals, Researchers, Verbal Ability, Mathematics Achievement |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Improvement Act 2004 |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| DOI: | 10.1177/0741932514522100 |
| تدمد: | 0741-9325 |
| مستخلص: | This qualitative case study focuses on factors mediating an urban school's enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding fieldnotes and interview transcripts; categorical meaning and themes were coded recursively. Informed by critical policy studies research and theory, findings indicated limited supports and minimal technical understandings of RTI. Educators appeared to replicate pre-RTI special education eligibility determination processes, manifested in scripts about student diagnoses based on minimal "interventions" and deficit-laden representations of students/families. Findings highlight challenges with urban schools' RTI enactment and justify future critical qualitative research regarding learning in schools shifting practice under policy directives. Although the study focuses on RTI as a case-in-point, findings have implications for future research that utilizes critical practice approaches to analyze ways local contexts mediate policy enactment. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1038683 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0741-9325 |
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| DOI: | 10.1177/0741932514522100 |