2321 Slices
Medium 9781576336809

"H" Words: Praxis I Intermediate Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475824476

SPECIAL ISSUE: Response to Intervention

Schools, Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Kristin N. Johnson
Guest Editor

There have been many articles addressing aspects of response to intervention (RtI), such as specific interventions, curriculum-based measurement, and universal screening, but few have addressed RtI as a holistic, comprehensive system whose purpose is to not only address a specific skill or behavioral deficit but also promote changes in the overall system (e.g., leadership, teams, data-based decision making). The editor and authors of the issue hope that their examinations of these issues will stimulate dialogue and encourage research on these dimensions of RtI in a holistic fashion. The first article draws attention to implementation of RtI as a comprehensive and interdependent set of practices. The authors (Johnson et al.) suggest that if any element of the RtI system is missing, the likelihood for the process to fail is enhanced. The authors describe a measure developed to communicate to leaders how the essential elements of RtI work together to support student achievement and continuous improvement at each tier. Implementation guidelines on using the measure are provided.

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Medium 9781576336434

Word Roots: D-E: GED Word Roots

Ace Academics Ace Academics ePub
Medium 9781475824438

Identifying Research-Based Practices for Response to Intervention: Scientifically Based Instruction

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Janet S. Twyman
Melinda Sota

ABSTRACT: The use of research-based programs and frequent direct measurement and evaluation of student learning is imperative in teaching all children to read. However, confusion among educators and policy makers surrounding the meaning of research-based and what constitutes evidence hamper the adoption and development of effective programs. This article describes the types of research encompassed by the term research-based, the types and levels of evidence for program effectiveness, the connection between research-based practices and response to intervention, and the additional questions that educators must ask when evaluating evidence. Implications for classroom instruction are discussed, and resources available to assist educators in evaluating evidence are provided.

Evidence. The word itself conveys a certain strength of conviction, an indisputableness that should go unchallenged. Each of us takes evidence into account in making everyday decisions, even though the range of evidence may differ, depending on the context. When purchasing a new computer, for example, we might look at consumer guides, read reviews, and consult friends and coworkers who have used a particular model. Even such simple decisions such as whether to bring an umbrella on a particular day are usually based on evidence.

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Medium 9781475824162

Notes From the Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub


As the author of a widely used text on school public relations (PR) and the editor of this journal, I am often asked, why do public schools need to engage in PR? The query stems from a narrow and incorrect conceptualization—one that views PR as simple persuasion, press agentry, or even propaganda.

For more than five decades now, scholars have emphasized that PR is really about relationships. In the business world, these associations are external and internal. External relationships involve associations between company employees and customers; internal relationships involve associations between and among company employees. Applying to PR to colleges and schools therefore entails relationships between educators and other stakeholders and relationships between and among educators working in the same institution. Although persuasion is an acceptable PR objective, if done ethically, it is certainly not the sole purpose. Thus, this journal is dedicated to publishing research and best practices that affect internal and external relationships in education institutions. Its primary foci remain general public relations, school and community relationships, human resources management, communication, community education, and conflict management–resolution.

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