Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

Vollmer, Laura E.; Gettinger, Maribeth; Begeny, John C.

doi:10.1080/15377903.2018.1528488

Cited by 8 publications

(4 citation statements)

References 40 publications

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“…Although more research is required, it may prove ineffective to involve such a high proportion of children in RTI programmes (Gersten et al, 2017). At the current time, there is seemingly a dearth of understanding of the RTI approach amongst those with responsibility for training the next generation of American teachers (Vollmer et al, 2019) and a strong likelihood that the situation may be even more problematic in the UK.…”

Section: How Can We Best Help All Struggling Readers?mentioning

confidence: 99%

The dyslexia debate: life without the label

Gibbs

Elliott

2020

Oxford Review of Education

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In this paper, we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for 'dyslexia', in part because this term is understood in multiple ways, we discuss its relevance for informing educational assessment, intervention and resourcing. We conclude by highlighting how current approaches to dyslexia diagnosis and remediation typically fail to serve the needs of large numbers of struggling readers. In their place, we advocate 'Response to Intervention' as an ethically and educationally justified approach to tackling severe reading difficulties, but also highlight continuing challenges to its effective implementation.

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Section: How Can We Best Help All Struggling Readers?mentioning

confidence: 99%

The dyslexia debate: life without the label

Gibbs

Elliott

2020

Oxford Review of Education

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“…Moreover, connecting the mentioned components using an IF checklist. Teachers are the most important piece of the implementation process (Vollmer, Gettinger, & Begeny, 2019). Teachers are the ones who will deliver the program and should be confident and prepared to deliver a reading program with high fidelity.…”

Section: Rationalementioning

confidence: 99%

“…To develop a program that will address this concern literature was reviewed on implementation fidelity assessment. According to Vollmer et al (2019) to ensure teachers are implementing the intended program with high fidelity data must be collected to assess the level of fidelity. Data collection on fidelity can be used to modify the curriculum without jeopardizing the integrity of the reading program.…”

Section: Assessment Cyclementioning

confidence: 99%

Fidelity First in Middle School Reading Programs

Gonzalez¹,

McCraney²,

Panesar-Aguilar³

et al. 2020

WJE

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Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.

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“…Conversely, very few, if any, general education undergraduate teacher training programs at the elementary or secondary levels offer any courses in behavior management or applied behavior analysis [4] . Related content such as social skills training and multi-tiered systems of support (MTSS) are rarely part of a general education teacher training curriculum-even though schools have moved to tiered approaches for academics and behavior [5][6][7] . Behavior management plays a central role in both these areas.…”

Section: Introductionmentioning

confidence: 99%

The improbable challenge of managing students’ challenging behaviors in schools: Professional reflections from a 30 year career

Maag

2020

Adv Educ Res Eval

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Managing students' challenging behaviors is one of the most difficult tasks teachers face. Many teachers, during their training, were never required to take a class in behavior management. Consequently, it does not come naturally for teachers to manage students' challenging behaviors and will rarely be effectively addressed for two reasons: (1) certain teacher characteristics regarding behavior management and (2) particular dimensions of school culture. The philosophical linchpin is not an inability of teachers to learn effective behavior management techniques, but rather what they believe about the process. This article addresses these variables from my professional experiences and reflections spanning a 30-year career as a special education teacher, licensed psychotherapist, and university professor. Throughout this article I will embed alternative ideas about managing students' behaviors more effectively.

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Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

Cited by 8 publications

References 40 publications

The dyslexia debate: life without the label

The dyslexia debate: life without the label

Fidelity First in Middle School Reading Programs

The improbable challenge of managing students’ challenging behaviors in schools: Professional reflections from a 30 year career

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