Handbook of response to intervention and multi-tiered systems of support:
Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI) Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its e...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2019
|
| Schlagworte: | |
| Online-Zugang: | FUBA1 Volltext |
| Zusammenfassung: | Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI) Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts-RTI and MTSS-and describing each one's unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention |
| Beschreibung: | 1 Online-Ressource (xvi, 361 Seiten) |
| ISBN: | 9781136242496 113624249X 9780203102954 0203102959 9781136242502 1136242503 9781136242458 1136242457 |
Internformat
MARC
| LEADER | 00000nmm a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV047004623 | ||
| 003 | DE-604 | ||
| 005 | 20210628 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 201118s2019 |||| o||u| ||||||eng d | ||
| 020 | |a 9781136242496 |c EPUB |9 978-1-136-24249-6 | ||
| 020 | |a 113624249X |c EPUB |9 1-136-24249-X | ||
| 020 | |a 9780203102954 |c ebk |9 978-0-203-10295-4 | ||
| 020 | |a 0203102959 |c ebk |9 0-203-10295-9 | ||
| 020 | |a 9781136242502 |c PDF |9 978-1-136-24250-2 | ||
| 020 | |a 1136242503 |c PDF |9 1-136-24250-3 | ||
| 020 | |a 9781136242458 |9 978-1-136-24245-8 | ||
| 020 | |a 1136242457 |9 1-136-24245-7 | ||
| 024 | 7 | |a 10.4324/9780203102954 |2 doi | |
| 035 | |a (ZDB-7-TFC)9781136242496 | ||
| 035 | |a (OCoLC)1258965351 | ||
| 035 | |a (DE-599)BVBBV047004623 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-188 |a DE-11 | ||
| 082 | 0 | |a 371.92 |2 23 | |
| 245 | 1 | 0 | |a Handbook of response to intervention and multi-tiered systems of support |c edited by Paige C. Pullen and Michael J. Kennedy |
| 264 | 1 | |a New York ; London |b Routledge |c 2019 | |
| 300 | |a 1 Online-Ressource (xvi, 361 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 520 | |a Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI) Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts-RTI and MTSS-and describing each one's unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention | ||
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
| 650 | 4 | |a Student assistance programs | |
| 650 | 4 | |a Learning disabled children / Education | |
| 700 | 1 | |a Pullen, Paige C. |0 (DE-588)104532535X |4 edt | |
| 700 | 1 | |a Kennedy, Michael J. |4 edt | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Hardcover |z 978-0-415-62603-3 |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Paperback |z 978-0-415-62604-0 |
| 856 | 4 | 0 | |u https://www.taylorfrancis.com/books/9780203102954 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
| 912 | |a ZDB-7-TFC | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032412160 | ||
| 966 | e | |u https://doi.org/10.4324/9780203102954 |l FUBA1 |p ZDB-7-TFC |q ZDB-7-TFC 2020 |x Verlag |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804181955618537472 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author2 | Pullen, Paige C. Kennedy, Michael J. |
| author2_role | edt edt |
| author2_variant | p c p pc pcp m j k mj mjk |
| author_GND | (DE-588)104532535X |
| author_facet | Pullen, Paige C. Kennedy, Michael J. |
| building | Verbundindex |
| bvnumber | BV047004623 |
| collection | ZDB-7-TFC |
| ctrlnum | (ZDB-7-TFC)9781136242496 (OCoLC)1258965351 (DE-599)BVBBV047004623 |
| dewey-full | 371.92 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.92 |
| dewey-search | 371.92 |
| dewey-sort | 3371.92 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03122nmm a2200493 c 4500</leader><controlfield tag="001">BV047004623</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20210628 </controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">201118s2019 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781136242496</subfield><subfield code="c">EPUB</subfield><subfield code="9">978-1-136-24249-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">113624249X</subfield><subfield code="c">EPUB</subfield><subfield code="9">1-136-24249-X</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780203102954</subfield><subfield code="c">ebk</subfield><subfield code="9">978-0-203-10295-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0203102959</subfield><subfield code="c">ebk</subfield><subfield code="9">0-203-10295-9</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781136242502</subfield><subfield code="c">PDF</subfield><subfield code="9">978-1-136-24250-2</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1136242503</subfield><subfield code="c">PDF</subfield><subfield code="9">1-136-24250-3</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781136242458</subfield><subfield code="9">978-1-136-24245-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1136242457</subfield><subfield code="9">1-136-24245-7</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4324/9780203102954</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-7-TFC)9781136242496</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1258965351</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047004623</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-188</subfield><subfield code="a">DE-11</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.92</subfield><subfield code="2">23</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Handbook of response to intervention and multi-tiered systems of support</subfield><subfield code="c">edited by Paige C. Pullen and Michael J. Kennedy</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York ; London</subfield><subfield code="b">Routledge</subfield><subfield code="c">2019</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (xvi, 361 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI) Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts-RTI and MTSS-and describing each one's unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Response to intervention (Learning disabled children)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student assistance programs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Learning disabled children / Education</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pullen, Paige C.</subfield><subfield code="0">(DE-588)104532535X</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Kennedy, Michael J.</subfield><subfield code="4">edt</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Hardcover</subfield><subfield code="z">978-0-415-62603-3</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Paperback</subfield><subfield code="z">978-0-415-62604-0</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.taylorfrancis.com/books/9780203102954</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveröffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-7-TFC</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032412160</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.4324/9780203102954</subfield><subfield code="l">FUBA1</subfield><subfield code="p">ZDB-7-TFC</subfield><subfield code="q">ZDB-7-TFC 2020</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV047004623 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T15:58:00Z |
| indexdate | 2024-07-10T08:59:53Z |
| institution | BVB |
| isbn | 9781136242496 113624249X 9780203102954 0203102959 9781136242502 1136242503 9781136242458 1136242457 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032412160 |
| oclc_num | 1258965351 |
| open_access_boolean | |
| owner | DE-188 DE-11 |
| owner_facet | DE-188 DE-11 |
| physical | 1 Online-Ressource (xvi, 361 Seiten) |
| psigel | ZDB-7-TFC ZDB-7-TFC ZDB-7-TFC 2020 |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Routledge |
| record_format | marc |
| spelling | Handbook of response to intervention and multi-tiered systems of support edited by Paige C. Pullen and Michael J. Kennedy New York ; London Routledge 2019 1 Online-Ressource (xvi, 361 Seiten) txt rdacontent c rdamedia cr rdacarrier Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI) Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts-RTI and MTSS-and describing each one's unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention Response to intervention (Learning disabled children) Student assistance programs Learning disabled children / Education Pullen, Paige C. (DE-588)104532535X edt Kennedy, Michael J. edt Erscheint auch als Druck-Ausgabe, Hardcover 978-0-415-62603-3 Erscheint auch als Druck-Ausgabe, Paperback 978-0-415-62604-0 https://www.taylorfrancis.com/books/9780203102954 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Handbook of response to intervention and multi-tiered systems of support Response to intervention (Learning disabled children) Student assistance programs Learning disabled children / Education |
| title | Handbook of response to intervention and multi-tiered systems of support |
| title_auth | Handbook of response to intervention and multi-tiered systems of support |
| title_exact_search | Handbook of response to intervention and multi-tiered systems of support |
| title_exact_search_txtP | Handbook of response to intervention and multi-tiered systems of support |
| title_full | Handbook of response to intervention and multi-tiered systems of support edited by Paige C. Pullen and Michael J. Kennedy |
| title_fullStr | Handbook of response to intervention and multi-tiered systems of support edited by Paige C. Pullen and Michael J. Kennedy |
| title_full_unstemmed | Handbook of response to intervention and multi-tiered systems of support edited by Paige C. Pullen and Michael J. Kennedy |
| title_short | Handbook of response to intervention and multi-tiered systems of support |
| title_sort | handbook of response to intervention and multi tiered systems of support |
| topic | Response to intervention (Learning disabled children) Student assistance programs Learning disabled children / Education |
| topic_facet | Response to intervention (Learning disabled children) Student assistance programs Learning disabled children / Education |
| url | https://www.taylorfrancis.com/books/9780203102954 |
| work_keys_str_mv | AT pullenpaigec handbookofresponsetointerventionandmultitieredsystemsofsupport AT kennedymichaelj handbookofresponsetointerventionandmultitieredsystemsofsupport |