NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1183588
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1710-2146
Practicing Response-to-Intervention Model: A Case of Leadership Practices
Poon-McBrayer, Kim Fong
International Journal of Whole Schooling, v14 n1 p154-171 2018
With a focus on exemplary practices, this article described and analyzed a principal's understanding of the conceptual framework of the US-based response-to-intervention and his strategies to mobilize school staff to understand and practice the model to achieve effective inclusive education with the principles of whole schooling. This principal was one of the 16 principals who participated in an ongoing research project regarding the conceptualization of the 3-tier intervention model policy and the contextualization of its practices in Hong Kong. His practices have been chosen for elaboration because he was the only one to demonstrate a deep understanding of the RTI model's ultimate intentions, subsequently launching a more comprehensive approach to mobilize school staff and to practice effectively. This article began with a comparison between the conceptual background of the US-based RTI model and Hong Kong's 3-tier intervention model, followed by the delineation of this principal's practices based on his interview and those of his special educational needs coordinator and teachers. Implications for school reform policies and practices across settings were discussed.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Hong Kong