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Enhancing instructional problem solving : an efficient system for assisting struggling learners /
This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel-- one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Guilford Publications,
2012.
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| Colección: | Guilford practical intervention in the schools series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 008 | 120521s2012 nyu ob 001 0 eng d | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Begeny, John C. | |
| 245 | 1 | 0 | |a Enhancing instructional problem solving : |b an efficient system for assisting struggling learners / |c John C. Begeny, Ann C. Schulte, Kent Johnson. |
| 260 | |a New York : |b Guilford Publications, |c 2012. | ||
| 300 | |a 1 online resource (336 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Guilford practical intervention in schools | |
| 504 | |a Includes bibliographical references (pages 319-330) and index. | ||
| 505 | 0 | |a Introduction to the systems-oriented plan for academic achievement -- SOPAA key definitions, history, components, and roles -- Preliminary considerations for SOPAA implementation -- Initial steps of the TAPS process: requests for academic support and preparation for the intervention planning meeting -- Secondary steps of the TAPS process: intervention planning, follow-ups, and summative reviews of interventions effectiveness -- Assessment for instruction -- Maximizing implementation through targeted professional development -- Maximizing intervention delivery through recruiting and raining school volunteers -- Obtaining support for the SOPAA through effective communication with school leaders -- Obtaining nd sustaining support for the SOPAA through effective communication with teachers -- Using the SOPAA with multidisciplinary co-facilitators -- Evidence-based and learner-verified intervention programs in reading, mathematics, and writing -- Case illustrations of SOPAA implementation -- USing the SOPAA to support graduate students' training and applied experiences in schools. | |
| 505 | 0 | |a Appendix A : summary of the SOPAA components and roles -- Appendix B : Preparation for SOPAA implementation (Part 1): schoolwide capacity assessment of relevant characteristics -- Appendix C : Preparation for SOPAA implementation (Part 2): TAPS support teacher self-Assessment of relevant characteristics and experiences. | |
| 505 | 0 | |a Appendix D : SOPAA implementation planning summary checklist -- Appendix E : Request for TAPS (Targeted Assistance Program for Students) form -- Appendix F : TAPS case tracking form -- Appendix G : TAPS intervention planning form (IPF) and record -- Appendix H : TAPS case rating scale -- Appendix I : Comments and suggestions related to completing the TAPS intervention planning form (IPF) -- Appendix J : Request for information from the TAPS Support Coordinator -- Appendix K : Intervention support options identified by the TAPS Support Coordinator. | |
| 505 | 0 | |a Appendix L : TAPS summative review of intervention effectiveness Form (SRF) -- Appendix M : Summary of TAPS activities and estimated time needed for the TAPS support teacher to complete each activity for a TAPS case -- Appendix N : Recommended professional development topics for the TAPS reading teacher -- Appendix O : Recommended professional development topics for the TAPS math Teacher -- Appendix P : Recommended professional development topics for the TAPS writing teacher -- Appendix Q : Yearly professional development planning guide -- Appendix R : Professional development documentation form. | |
| 505 | 0 | |a Appendix S : Teacher survey about the potential value and feasibility of the SOPAA and TAPS -- Appendix T : Follow up letter to distribute to teachers after the SOPAA introductory presentation -- Appendix U : Teacher end-of-the-year survey about the SOPAA and TAPS process. | |
| 520 | |a This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel-- one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for linking assessment and intervention. They show how to interweave evidence-based instruction with targeted professional development and other components that support improved learning outcomes for all K & ndash;8 students. Helpful tables describe dozens of research-based assessments and interventi. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 0 | |a Remedial teaching. | |
| 650 | 0 | |a Response to intervention (Learning disabled children) | |
| 650 | 0 | |a Education. | |
| 650 | 2 | |a Remedial Teaching | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |x Éducation. | |
| 650 | 6 | |a Enseignement correctif. | |
| 650 | 6 | |a Réponse à l'intervention (Enfants en difficulté d'apprentissage) | |
| 650 | 7 | |a EDUCATION |x Special Education |x Learning Disabilities. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 650 | 7 | |a Learning disabled children |x Education |2 fast | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 650 | 7 | |a Response to intervention (Learning disabled children) |2 fast | |
| 700 | 1 | |a Schulte, Ann C., |d 1955- |1 https://id.oclc.org/worldcat/entity/E39PCjGRTMkxjVRvTqht8mPcMX | |
| 700 | 1 | |a Johnson, Kent. | |
| 758 | |i has work: |a Enhancing instructional problem solving (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG7Qd8GvVkXyhWVgf9KKMK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Begeny, John C. |t Enhancing Instructional Problem Solving : An Efficient System for Assisting Struggling Learners. |d New York : Guilford Publications, Inc., ©2012 |z 9781462504770 |
| 830 | 0 | |a Guilford practical intervention in the schools series. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=917255 |z Texto completo |
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