Bringing Instructional Support Teams to Scale
| Autor: | Michael C. Glew, Joseph F. Kovaleski |
|---|---|
| Rok vydání: | 2006 |
| Předmět: |
050103 clinical psychology
Medical education Teamwork Restructuring Service delivery framework media_common.quotation_subject 05 social sciences Public Health Environmental and Occupational Health Primary education 050301 education Special education computer.software_genre Education Scale (social sciences) Educational assessment Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Time management Psychology 0503 education computer media_common |
| Zdroj: | Remedial and Special Education. 27:16-25 |
| ISSN: | 1538-4756 0741-9325 |
| DOI: | 10.1177/07419325060270010301 |
| Popis: | The statewide implementation of instructional support teams (ISTs) in Pennsylvania is analyzed in terms of the challenge of bringing team-based problem-solving models to scale. The history of the phase-in of ISTs in more than 1,700 elementary schools is presented, and the salient research conducted on ISTs is reviewed. The results indicate that ISTs are effective in reducing referrals to special education and improving measures of academic learning time. Recommendations for widespread adoption of problem-solving teams are contextualized in a three-tier model of service delivery. Within this model, the use of problem-solving teams of teachers analyzing group data for the purpose of restructuring whole-group instruction is proposed as a method of assisting schools in meeting the requirements of the No Child Left Behind Act. |
| Databáze: | OpenAIRE |
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