Citation

Just-in-Time Pedagogy: Teachers’ Perspectives Related to Response to Intervention

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Abstract:

The purpose of this study is to describe issues related to Response to Intervention (RTI) within Michigan and Texas schools from the perspectives of teachers. Data included surveys, interviews and a focus group. Findings reveal that schools are slow in adopting and limited in their communication. Teachers expressed minimal preparation and did not present enough knowledge to reinforce their adoption. Further investigation will reveal implications for principals as literacy leaders.

Most Common Document Word Stems:

rti (29), literaci (25), teacher (23), intervent (22), read (21), educ (21), respons (20), 2007 (18), languag (17), school (15), framework (12), 2009 (11), instruct (11), student (11), principl (10), assess (10), data (10), 2008 (9), learn (9), research (9), disabl (8),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378146_index.html
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MLA Citation:

Wilcox, Kathleen. and Murakami Ramalho, Ellizabeth. "Just-in-Time Pedagogy: Teachers’ Perspectives Related to Response to Intervention" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378146_index.html>

APA Citation:

Wilcox, K. A. and Murakami Ramalho, E. , 2009-11-19 "Just-in-Time Pedagogy: Teachers’ Perspectives Related to Response to Intervention" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378146_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study is to describe issues related to Response to Intervention (RTI) within Michigan and Texas schools from the perspectives of teachers. Data included surveys, interviews and a focus group. Findings reveal that schools are slow in adopting and limited in their communication. Teachers expressed minimal preparation and did not present enough knowledge to reinforce their adoption. Further investigation will reveal implications for principals as literacy leaders.


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Educating and assessing ALL children: Seamless instruction in mathematics and reading for students with disabilities and students without disabilities


 
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