Professional Development to Increase Problem-Solving Skills in a Response to Intervention Framework

Autor/inn/en	Albritton, Kizzy; Truscott, Stephen
Titel	Professional Development to Increase Problem-Solving Skills in a Response to Intervention Framework
Quelle	In: Contemporary School Psychology, 18 (2014) 1, S.44-58 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-013-0008-0
Schlagwörter	Problem Solving; Response to Intervention; Faculty Development; Data; Decision Making; Teacher Attitudes; Teachers + Suchen Sie Ihr Suchwort? Problemlösen; Daten; Decision-making; Entscheidungsfindung; Lehrerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	With the latest re-authorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004), states are allowed to use a Response to Intervention (RtI) framework to determine whether students qualify for special education services. Although RtI has promise and has been implemented well with documented results, further research is needed to bring RtI to scale and to address implementation challenges surrounding the skills and knowledge needed by educators. Overall, results of the current study reveal that teacher perceptions of their ability to use data-based decision making increased after participating in the professional development. The results of this study add to the limited literature base surrounding professional development and content knowledge for successful RtI implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10