Identity-Blind Intervention
Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention
Datos Bibliográficos
| ID | 10856440 |
|---|---|
| Autores | Joyce Gomez-Najarro (0000-0001-6788-8882, California State University, Fullerton, CA, USA, autor de correspondencia) |
| Año | 2023 |
| Volumen | 58 |
| Número | 4 |
| Páginas | 645-674 |
| Fecha de publicación | 2023-04-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Urban Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085919860561 |
| OpenAlex | W2954902961 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 56 |
Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI
Context (archaeology) · Conversation · Identity (music) · Intervention (counseling) · Pedagogy · Premise · Qualitative research · Referral · Response to Intervention · Sociology · Special education · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
Multicultural Education
Educating English Language Learners
Preventing reading failure in young children with phonological processing disabilities
“Vygotsky’s Neglected Legacy”
Activity theory as a framework for analyzing and redesigning work
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Overrepresentation of Minority Students in Special Education
Expansive Learning at Work
Decontextualized Language
Toward a Theory of Teacher Education for Social Justice
Beyond a Test Score
Intersectionality and Student Outcomes
One Size May Not Fit All
Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom
Scripted and Narrowed Curriculum Reform in Urban Schools
Academic Achievement Gap or Gap of Opportunities
Urban” Schooling and “Urban” Families
The Overwhelming Need
Exposing Color Blindness/Grounding Color Consciousness
Resistance and Assent
The Intersection of Race, Culture, Language, and Disability
But What is Urban Education
Toward an Interdisciplinary Understanding of Educational Equity and Difference
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Integrating Professional Development on Mathematics and Equity
Mapping the Margins
From the Achievement Gap to the Education Debt
A Sociocultural Examination of Response to Intervention With Latino English Language Learners
Back to the Future
Qualitative inquiry and research design
Am I a Black Woman or a Woman Who Is Black? A Few Thoughts on the Meaning of Intersectionality
Considerations on Mainstreaming Intersectionality
Qualitative Data Analysis
Toward a Theory of Culturally Relevant Pedagogy
Re-Thinking Intersectionality
Latino/a Student Threat and School Disciplinary Policies and Practices
Untangling the Racialization of Disabilities
Selling students short
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |