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ERIC Number: EJ975406
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1931-6569
The Response to Intervention Framework and Nurturing Potential: Promising Practices
Carey, Robin J.
AASA Journal of Scholarship & Practice, v9 n2 p7-17 Sum 2012
The author's purpose for this article is to examine the use of the Response to Intervention (RtI) framework to meet the needs of a continuum of learners, from those who most struggle to those in need of advanced educational opportunities. Through classroom observations, teacher interviews, and dialogue with the site-based Problem-Solving Team, principal, and a focus group, the author examined one school's utilization of the model. With support of school administrators as a critical component, the RtI framework proved to be an effective means for addressing the needs and nurturing the potential of all learners, and for identifying and supporting gifted learners. The findings from this study have important implications with regard to school administrators' support of instructional practices in general, as well as specifically for gifted programming practices. (Contains 3 tables.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001