메뉴 건너뛰기




Volumn 49, Issue 4, 2010, Pages 258-264

Systemic change for RTI: Key shifts for practice

Author keywords

[No Author keywords available]

Indexed keywords


EID: 77957957436     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405841.2010.510696     Document Type: Article
Times cited : (9)

References (24)
  • 2
    • 43749117077 scopus 로고    scopus 로고
    • The next generation of disproportionality research: Toward a comparative model in the study of equity in ability differences
    • Artiles, A., & Bal, A. (2008). The next generation of disproportionality research: Toward a comparative model in the study of equity in ability differences. Journal of Special Education, 42, 4-14.
    • (2008) Journal of Special Education , vol.42 , pp. 4-14
    • Artiles, A.1    Bal, A.2
  • 3
    • 77957959496 scopus 로고    scopus 로고
    • Justifying and explaining disproportionality, 1968-2008:A critique of underlying views of culture
    • Artiles, A., Kozleski, E. B., Trent, S. Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008:A critique of underlying views of culture. Exceptional Children, 79, 279-299.
    • (2010) Exceptional Children , vol.79 , pp. 279-299
    • Artiles, A.1    Kozleski, E.B.2    Trent, S.3    Osher, D.4    Ortiz, A.5
  • 4
    • 14644438489 scopus 로고    scopus 로고
    • Within-group diversity in minority disproportionate representation: English Language Learners in urban school districts
    • Artiles, A., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English Language Learners in urban school districts. Exceptional Children, 71, 283-300.
    • (2005) Exceptional Children , vol.71 , pp. 283-300
    • Artiles, A.1    Rueda, R.2    Salazar, J.3    Higareda, I.4
  • 6
    • 3142726028 scopus 로고    scopus 로고
    • Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct
    • Fuchs, D, Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
    • (2003) Learning Disabilities Research & Practice , vol.18 , pp. 157-171
    • Fuchs, D.1    Mock, D.2    Morgan, P.L.3    Young, C.L.4
  • 7
    • 0005329993 scopus 로고    scopus 로고
    • Classroom cultures and cultures in the classroom
    • Laboratory of Comparative Human Cognition, In V. Richardson (Ed.), 4th ed., Washington, DC: American Educational Research Association
    • Gallego, M. A., Cole, M., & Laboratory of Comparative Human Cognition. (2001). Classroom cultures and cultures in the classroom. In V. Richardson (Ed.), Handbook of Research on teaching (4th ed.; pp. 951-997). Washington, DC: American Educational Research Association.
    • (2001) Handbook of Research on Teaching , pp. 951-997
    • Gallego, M.A.1    Cole, M.2
  • 10
    • 31944450934 scopus 로고    scopus 로고
    • Why are so many minority kids in special education?
    • New York: Teachers College Press
    • Harry, B., & Klingner, J. (2006). Why are so many minority kids in special education? Understanding race and disability in schools. New York: Teachers College Press.
    • (2006) Understanding Race and Disability in Schools
    • Harry, B.1    Klingner, J.2
  • 11
    • 51549087021 scopus 로고    scopus 로고
    • Response-to intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification
    • Kavale, K. A., Kauffman, J., Bachmeier, R. J., & LeFever, G., B. (2008). Response-to intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification. Learning Disability Quarterly, 31, 135-150.
    • (2008) Learning Disability Quarterly , vol.31 , pp. 135-150
    • Kavale, K.A.1    Kauffman, J.2    Bachmeier, R.J.3    Lefever, G.4
  • 12
    • 77957956561 scopus 로고    scopus 로고
    • Where are all the students of color in gifted education? How principals can address the problem of minority representation in gifted education and one district's mission of change
    • May/June
    • King, K. A., Kozleski, E. B., & Lansdowne, K. (2009). Where are all the students of color in gifted education? How principals can address the problem of minority representation in gifted education and one district's mission of change. Principal Magazine, May/June, 19-21.
    • (2009) Principal Magazine , pp. 19-21
    • King, K.A.1    Kozleski, E.B.2    Lansdowne, K.3
  • 14
    • 85088189899 scopus 로고    scopus 로고
    • Conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education
    • Retrieved September 9, 2005 from
    • Klingner, J., Artiles, A., Kozleski, E. B., Utley, C., Zion, S., Tate, W., et al. (2005). Conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. Educational Policy Analysis Archives, 13(38). Retrieved September 9, 2005 from http://epaa.asu.edu/epaa/v13n38/
    • (2005) Educational Policy Analysis Archives , vol.13 , Issue.38
    • Klingner, J.1    Artiles, A.2    Kozleski, E.B.3    Utley, C.4    Zion, S.5    Tate, W.6
  • 15
    • 33751185700 scopus 로고    scopus 로고
    • Technology transfer and the field of education: The research to practice conundrum
    • Kozleski, E. B. (2004). Technology transfer and the field of education: The research to practice conundrum. Technology Transfer and Society, 2, 176-194.
    • (2004) Technology Transfer and Society , vol.2 , pp. 176-194
    • Kozleski, E.B.1
  • 16
    • 70349224626 scopus 로고    scopus 로고
    • The role of policy and systems change in creating equity for students with disabilities in urban schools
    • Kozleski, E. B., & Smith, A. (2009). The role of policy and systems change in creating equity for students with disabilities in urban schools. Urban Education, 44, 427-451.
    • (2009) Urban Education , vol.44 , pp. 427-451
    • Kozleski, E.B.1    Smith, A.2
  • 19
    • 34547731832 scopus 로고    scopus 로고
    • African American males in urban schools: No excuses-teach and empower
    • Milner, R. (2007). African American males in urban schools: No excuses-teach and empower. Theory into Practice, 46, 239-246.
    • (2007) Theory Into Practice , vol.46 , pp. 239-246
    • Milner, R.1
  • 20
    • 58149506655 scopus 로고    scopus 로고
    • Researching "Black" educational experiences and outcomes: Theoretical and methodological considerations
    • O'Connor, C., Lewis, A., & Mueller, J. (2007). Researching "Black" educational experiences and outcomes: Theoretical and methodological considerations. Educational Researcher, 36, 541-552.
    • (2007) Educational Researcher , vol.36 , pp. 541-552
    • O'Connor, C.1    Lewis, A.2    Mueller, J.3
  • 24
    • 77957962680 scopus 로고    scopus 로고
    • Preventing early reading difficulties through kindergarten and first grade intervention: A variant of the three-tier model
    • In D. Haager, J. Klingner, & S. Vaughn (Eds.), Baltimore, MD: Brookes
    • Vellutino, F. R., Scanlon, D. M., Small, S. G., Fanuele, D. P., & Sweeney, J. (2007). Preventing early reading difficulties through kindergarten and first grade intervention: A variant of the three-tier model. In D. Haager, J. Klingner, & S. Vaughn (Eds.) Validated reading practices for three tiers of intervention (pp. 185-220). Baltimore, MD: Brookes.
    • (2007) Validated Reading Practices for Three Tiers of Intervention , pp. 185-220
    • Vellutino, F.R.1    Scanlon, D.M.2    Small, S.G.3    Fanuele, D.P.4    Sweeney, J.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.