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ERIC Number: EJ1006485
Record Type: Journal
Publication Date: 2013-May
Pages: 30
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0042-0859
Translating Policy to Practice: Initiating RTI in Urban Schools
Dougherty Stahl, Katherine A.; Keane, Annette E.; Simic, Ognjen
Urban Education, v48 n3 p350-379 May 2013
This mixed methods study explores the pilot implementation of a Response to Intervention framework in the first grade classrooms in three urban schools. Two schools in a fully implemented condition (FI) with a facilitator and a partially implemented condition (PI) without a facilitator were investigated using student achievement data, field notes, teacher questionnaires, and teacher focus groups. Repeated measures ANOVA indicate that student risk levels measured by DIBELS phonemic awareness and decoding tasks were reduced in both conditions but favored the FI condition. Qualitative evidence indicates that programmatic changes were implemented in one year, but more complex paradigmatic changes did not occur. (Contains 7 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)