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Direct linkLiesel Hyland Powicki – ProQuest LLC, 2021
This qualitative case study was an examination of the perspectives, beliefs, and experiences of rural reservation elementary teachers' implementation of and professional development with a multitiered system of support (MTSS) framework as it relates to reading and collective teacher efficacy. Teacher participants experienced adherence to the…
Descriptors: Multi Tiered Systems of Support, Rural Schools, Elementary School Teachers, Faculty Development
Viola Marie Schmid-Doyle – ProQuest LLC, 2022
The purpose of this Action Research study was to examine and improve professional dialogue and collaboration on student literacy among teachers at a Pre-Kindergarten-Grade 4 elementary school serving 460 students in a small rural college town. The project focused on teachers' collaborative processes in their efforts to address the literacy needs…
Descriptors: Elementary Education, Literacy Education, Elementary School Students, Rural Areas
Peer reviewedLeJeune, Lauren M.; Samudre, Mark D.; Whitaker, Stacey C.; Bailey, Creiana – Journal of Special Education Technology, 2022
There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB…
Descriptors: Learner Engagement, Grade 1, Reading Instruction, Electronic Learning
Dorn, Linda J.; Soffos, Carla; Klein, Adria – Stenhouse Publishers, 2021
"The Comprehensive Intervention Model: Fostering Self-Regulated Readers Through Responsive Teaching" by Linda Dorn, Carla Soffos, and Adria Klein introduces educators to an innovative intervention model that puts theory to practice then gives that practice a framework. When implemented with fidelity, the framework has the potential to…
Descriptors: Intervention, Metacognition, Response to Intervention, Evidence Based Practice
