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ERIC Number: EJ878351
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1087-3414
Viewing Response-to-Intervention through an Educational Change Paradigm: What Can We Learn?
Sansosti, Frank J.; Noltemeyer, Amity
California School Psychologist, v13 p55-66 2008
Response-to-Intervention (RtI), a framework for improving academic and behavioral outcomes for all students, can be viewed as a current example of an educational change initiative. Given the difficulties that some schools may be experiencing when implementing RtI effectively, it is important to examine prior educational change conceptualizations and research for factors that may facilitate or impede current educational reform. The purpose of this article is to (a) present RtI as a current educational reform initiative, (b) use Fullan's (2007) theoretical model as a framework through which to present information related to educational change, and (c) provide suggestions regarding how such educational change literature can inform and improve the implementation and future sustainability of RtI in schools.
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A