A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation-Reference-Cited by-同舟云学术

A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

Published:2017-12-26 Issue:4 Volume:28 Page:413-444
ISSN:1047-4412
Container-title:Journal of Educational and Psychological Consultation
language:en
Short-container-title:Journal of Educational and Psychological Consultation

Author:

Castillo Jose M.¹,Wang Joy H.¹,Daye Julie G.¹,Shum Kai Zhuang¹,March Amanda L.¹

Affiliation:

1. University of South Florida

Funder

Florida Department of Education

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/10474412.2017.1394864

Reference69 articles.

1. Professional Development to Increase Problem-solving Skills in a Response to Intervention Framework

2. Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J. & Gersten, R. (2015). Evaluation of Response to Intervention practices for elementary school reading (Report No. NCEE 2016-4000). Washington, D.C.: United States Department of Education.

3. Clearing the Confusion: Response-to-Intervention as a Set of Principles

4. Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs

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