A Conceptual Framework for Tiered Intervention in Physical Education

Autor/inn/en	Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert
Titel	A Conceptual Framework for Tiered Intervention in Physical Education
Quelle	In: Journal of Physical Education, Recreation & Dance, 88 (2017) 8, S.39-45 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2017.1356769
Schlagwörter	Physical Education; Response to Intervention; Models; Educational Principles; Identification; Progress Monitoring + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Analogiemodell; Bildungsprinzip; Identifikation; Identifizierung
Abstract	Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full potential. Response to intervention (RTI) is a proactive approach to educational-service delivery that relies on data-driven decision making to identify student needs and to tailor support. Traditionally, RTI has focused on addressing the needs of lower-performing students through tiered interventions. The purpose of this article is to review the basic principles of RTI, discuss how they have been applied in physical education thus far, and expand the conceptual framework so it can be used to address the needs of both higher- and lower-performing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01