東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Response to intervention: Considerat...

Robidas, Marian T.

FindBook

Google Book

Amazon

博客來

Response to intervention: Considerations for school leaders concerning specific learning disability determination.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Response to intervention: Considerations for school leaders concerning specific learning disability determination./
作者:	Robidas, Marian T.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612229
ISBN:	9781303735820

Response to intervention: Considerations for school leaders concerning specific learning disability determination.
Robidas, Marian T.

Response to intervention: Considerations for school leaders concerning specific learning disability determination. - 168 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Alvernia University, 2013.

With the changes made to the Individuals with Disabilities Education Act of 2004 (Public Law 108--446), educational leadership is now able to use the Response to Intervention (RtI) process for Specific Learning Disability (SLD) determination rather than the long-standing discrepancy model (Individuals with Disabilities Education Act of 2004). Response to Intervention (RtI) is a tiered method of reading remediation through the use of scientifically-based interventions. This qualitative instrumental case study used document analysis to examine the application process for gaining state approval to use RtI for SLD determination. The goal of the study was to aid educational administrators as they prepare their school applications by identifying considerations in the areas of leadership and the RtI Process. Copies of three approved and three non-approved applications were examined across Pennsylvania's nine key indicators of successful RtI implementation along with the coinciding rubric. Transformational leadership characteristics emerged that were in alignment to the factors associated with the full range model (Avolio, 2005; Bass, 1985; Bass & Avolio, 1994). Strengths and obstacles were also identified across the applications. The conclusions were as follows:

ISBN: 9781303735820Subjects--Topical Terms:

1035576
Education, Leadership.

Response to intervention: Considerations for school leaders concerning specific learning disability determination.
LDR:02543nmm a2200289 4500 001 2055074
005 20140730075647.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303735820
035 $a (MiAaPQ)AAI3612229
035 $a AAI3612229
040 $a MiAaPQ $c MiAaPQ
100 1 $a Robidas, Marian T. $3 3168689
245 1 0 $a Response to intervention: Considerations for school leaders concerning specific learning disability determination.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Mary B. Schreiner.
502 $a Thesis (Ph.D.)--Alvernia University, 2013.
520 $a With the changes made to the Individuals with Disabilities Education Act of 2004 (Public Law 108--446), educational leadership is now able to use the Response to Intervention (RtI) process for Specific Learning Disability (SLD) determination rather than the long-standing discrepancy model (Individuals with Disabilities Education Act of 2004). Response to Intervention (RtI) is a tiered method of reading remediation through the use of scientifically-based interventions. This qualitative instrumental case study used document analysis to examine the application process for gaining state approval to use RtI for SLD determination. The goal of the study was to aid educational administrators as they prepare their school applications by identifying considerations in the areas of leadership and the RtI Process. Copies of three approved and three non-approved applications were examined across Pennsylvania's nine key indicators of successful RtI implementation along with the coinciding rubric. Transformational leadership characteristics emerged that were in alignment to the factors associated with the full range model (Avolio, 2005; Bass, 1985; Bass & Avolio, 1994). Strengths and obstacles were also identified across the applications. The conclusions were as follows:
520 $a 1. Transformational Leadership works best for the all-encompassing change that RtI requires within an educational organization, both for implementation and long-lasting sustainability. 2. The state presents high expectations for the RtI framework and processes and is accepting only full compliance with given expectations in the application.
590 $a School code: 1661.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Special. $3 606639
690 $a 0449
690 $a 0529
710 2 $a Alvernia University. $b Leadership. $3 3168690
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 1661
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612229