High School Teachers’ Sense-Making of Response to Intervention: (Record no. 13669)
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| fixed length control field | 01625nab a2200193 4500 |
| 005 - DATE & TIME | |
| control field | 20230712143728.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230712b |||||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kressler, Benikia |
| 245 ## - TITLE STATEMENT | |
| Title | High School Teachers’ Sense-Making of Response to Intervention: |
| Sub Title | A Critical Practice Analysis/ |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Sage, |
| Date of publication, distribution, etc | 2020 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pages | Vol.52, issue 3, 2020: ( 433-458 p.) |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | 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.<br/> |
| 700 ## - Added Entry Personal Name | |
| Added Entry Personal Name | Cavendish, Wendy |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 10744 |
| Host Itemnumber | 16756 |
| Place, publisher, and date of publication | Sage Publisher, |
| Title | Education and urban society |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1177/0013124519848032 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | E-Journal |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| -- | 55638 |
| 700 ## - Added Entry Personal Name | |
| -- | 55639 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
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