High School Teachers’ Sense-Making of Response to Intervention
A Critical Practice Analysis
Datos Bibliográficos
| ID | 9729920 |
|---|---|
| Autores | Benikia Kressler (0000-0002-0415-0378, California State University, Fullerton, autor de correspondencia), Wendy Cavendish (0000-0003-2229-2246, University of Miami, Coral Gables, FL, USA) |
| Año | 2020 |
| Volumen | 52 |
| Número | 3 |
| Páginas | 433-458 |
| Fecha de publicación | 2020-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124519848032 |
| OpenAlex | W2946061881 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 37 |
Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model
Academic achievement · Accountability · Best practice · Educational Equity · Equity (law · Intervention (counseling · Mathematics education · Pedagogy · Political science · Qualitative research · Response to Intervention · Situated · Sociology · Special education · Computer Science · Education Discipline and Inequality · Educational Assessment and Improvement · Family and Disability Support Research · Psychology
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| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 0,67 |
| Intervalo de citas | 2023 - 2025 (3) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |