Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners

Gonzales, Wendy; Hughes, Marie Tejero

doi:10.1080/02702711.2021.1888352

Cited by 7 publications

(3 citation statements)

References 45 publications

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“…Additionally, in a brief authored by several professional educational organizations representing school counselors, school psychologists, social workers, resource officers, and principals, MTSS was endorsed as a best practice for creating safe, successful schools (Cowan et al, 2013). MTSS research demonstrates positive student outcomes in areas like state-wide assessments (King et al, 2016), literacy (Neitzel et al, 2021), mathematics (Weisenburgh-Snyder et al, 2015), and English-language learning (Gonzales & Hughes, 2021).…”

Section: Introductionmentioning

confidence: 99%

Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors

Edwin

Bahr

2023

Journal of Psychoeducational Assessment

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This article describes the development of the Multi-Tiered System of Supports-Interventionist Beliefs Scale (MTSS-IBS). The introduction reviews the importance between practitioner beliefs and MTSS success. Because there is no measure to assess the MTSS beliefs of school interventionists for the success of all students, we used a principal component analysis and a parallel analysis on MTSS-IBS responses from 379 school counselors who worked as MTSS interventionists. These analyses indicated a four-component structure, and subsequent internal consistency and construct validity analyses provided initial evidence of MTSS-IBS psychometric adequacy. We discuss applications of the MTSS-IBS in research and practice for enhancing MTSS implementation.

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Section: Introductionmentioning

confidence: 99%

Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors

Edwin

Bahr

2023

Journal of Psychoeducational Assessment

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“…Entre esos trabajos destacan los centrados en: redes de investigación y colaboración (García-Jiménez y Simonson, 2019;Aloui, Hamani, Derrouiche & Delahoche, 2021;Areljung, Leden & Wiblom, 2021;van Rooyen & van Doorslaer, 2021;Reagan, Ahn, Roegman & Vernikoff, 2021), compromiso de los investigadores (Aladro, Jivkova & Bailey, 2018;Brennan, Mayes & Zipin, 2021;Scott & Savage, 2021;Smit & Millett, 2021;Taka, 2021), inclusión (García-Jiménez, 2015; García-Jiménez, Rodrigo-Alsina y Pineda, 2017; Craig, Gardiner, Eaton, Pang & Kourgiantakis, 2021;Cook & Ogden, 2021;Lucena, López, Domingo & Cruz, 2021;Tveit, 2021) y actualización de metodologías (Rodrigo-Alsina y García-Jiménez, 2010; Bailie, 2021;Hess, 2021;Fang, Vong & Fang, 2021;García-Jiménez y Sánchez-Soriano, 2021;Gonzales & Tejero Hughes, 2021;Krom & van den Hoven, 2021;Philipa & Gavrilova, 2021;Vedejová & Čavojová, 2021).…”

Section: Introductionunclassified

La investigación española en Comunicación: institutos de estudios universitarios, investigadoras y su presencia en redes

Ballesteros-Aguayo,

Ortega-Fernández,

Padilla Castillo

2023

almanaque

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Este trabajo enumera y analiza las herramientas de visibilización académicas que usan, o que pueden usar, las investigadoras en Comunicación, a partir del caso de España pero con vocación internacional. Este propósito principal contiene varios objetivos complementarios: detectar y enumerar los institutos y organismos universitarios de estudios feministas y estudios hechos por mujeres; descubrir y especificar, de los organismos anteriores, aquellos que ofrecen publicaciones académicas para sus investigadoras y para investigadoras de todo el mundo; revelar y referir las investigadoras españolas en Comunicación más citadas según Google Académico; e investigar y considerar, de las investigadoras más citadas, qué redes académicas, sociales y profesionales emplean para compartir sus investigaciones y mejorar su visibilidad. Con ello, pretende ayudar a solucionar la invisibilidad de las mujeres científicas, en general, y de las especialistas en Ciencias Sociales, en concreto. Emplea un método triangular: 1) institutos de estudios de género de universidades españolas; 2) posicionamiento de las 20 investigadoras españolas de Comunicación más citadas en Google Académico; y 3) redes profesionales y sociales que emplean. Es un método original pero replicable, para estudiar un número mayor de mujeres u otras áreas. Los resultados revelan que 25 universidades españolas agrupan institutos y centros destinados a visibilizar los trabajos de las investigadoras y 22 de ellos cuentan con revistas académicas. Se concluye que las investigadoras han de potenciar su visibilidad en todas las redes, pero las instituciones también han de reconocer su tarea.

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“…Evidence from implementation studies appears to confirm the impact of MTSS. A conceptually strong and well-implemented MTSS contributes to student achievement on statewide assessments (King et al, 2016), increases reading performance for both typically developing and struggling readers (Neitzel et al, 2021), enhances performance in mathematics (Weisenburgh-Snyder et al, 2015), improves literacy with students speaking a language other than English (Gonzales & Tejero Hughes, 2021), and allows students to exit remedial instruction after exposure to quality interventions (Van Norman et al, 2020). According to Sailor and colleagues (2021), MTSS is transforming education; consequently, it is important to understand how to promote MTSS sustainability.…”

mentioning

confidence: 99%

Development of a Brief Measure for Multi-Tiered Systems of Support Sustainability

Bahr

Edwin

Long

2022

Assessment for Effective Intervention

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This study focused on the development of the Multi-Tiered Systems of Support–Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tiered systems of support (MTSS), and it indicated few sustainability measures currently exist for practitioners and researchers to incorporate into MTSS program evaluation. This study endeavored to create a brief measure of MTSS sustainability that could be used for evaluation in research and practice by school interventionists. Study participants included a national sample of 598 school counselors and school psychologists who worked as interventionists in schools using MTSS. This group completed the 10-item MTSS-SS. Outcomes from content validity ratings, principal axis factoring, internal consistency reliability analyses, and construct validity with known groups indicated the MTSS-SS possessed initial evidence of psychometric adequacy when used by interventionists from the disciplines of school counseling or school psychology. Discussion focuses on the use of the MTSS-SS, need for further development, and study limitations.

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Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners

Cited by 7 publications

References 45 publications

Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors

Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors

La investigación española en Comunicación: institutos de estudios universitarios, investigadoras y su presencia en redes

Development of a Brief Measure for Multi-Tiered Systems of Support Sustainability

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