High School Teachers’ Sense-Making of Response to Intervention
A Critical Practice Analysis
Dados Bibliográficos
| ID | 9729920 |
|---|---|
| Autores | Benikia Kressler (0000-0002-0415-0378, California State University, Fullerton, autor correspondente), Wendy Cavendish (0000-0003-2229-2246, University of Miami, Coral Gables, FL, USA) |
| Ano | 2020 |
| Volume | 52 |
| Fascículo | 3 |
| Páginas | 433-458 |
| Data de publicação | 2020-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education and Urban Society (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124519848032 |
| OpenAlex | W2946061881 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências 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
A Perfect Time for Data Use
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Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School
Cultural considerations with response to intervention models
Assessing African American Students for Specific Learning Disabilities
The New Jim Crow
Below the Bubble
Back to the Future
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
A threat in the air
| Obras citantes distintas | 2 |
|---|---|
| Citações por ano | 0,67 |
| Intervalo de citações | 2023 - 2025 (3) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |