Exceptional Professional Learning for RtI Implementation in Early Childhood Settings

Autor/inn/en	Albritton, Kizzy; Truscott, Stephen D.; Terry, Nicole Patton
Titel	Exceptional Professional Learning for RtI Implementation in Early Childhood Settings
Quelle	In: Contemporary School Psychology, 22 (2018) 4, S.401-412 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Kizzy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0165-7
Schlagwörter	Response to Intervention; Early Childhood Education; Program Implementation; Evidence Based Practice; Professional Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Response to Intervention (RtI) is a multi-tiered problem-solving approach that has been used to help struggling school-aged children and is now proposed as a promising evidence-based model for early childhood settings. Successful implementation of RtI may require early childhood practitioners to develop new skills in assessment, intervention, and data-based decision making. Since these individuals may not receive formal training in the aforementioned areas, providing effective professional development may be a critical element needed to address these challenges. Unfortunately, there continues to be little emphasis on professional development for early childhood RtI implementation despite the clear need for such services. This article proposes a professional development framework to address RtI implementation in early childhood settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01