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The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI)
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Kuo, Nai-Cheng – Journal of the American Academy of Special Education Professionals, 2015
Response to intervention (RTI) is an approach that has been implemented in more than 90% of the states in the U.S. The purpose of the study is to advance understanding of what efforts need to be made in order to increase the likelihood that special education professionals will accept RTI. Data used in this study include individual interviews with…
Descriptors: Elementary Secondary Education, Stakeholders, Early Intervention, Program Implementation
Validation of a McKinney-Vento Act Implementation Scale
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Canfield, James P.; Teasley, Martell L.; Abell, Neil; Randolph, Karen A. – Research on Social Work Practice, 2012
Objective: The McKinney-Vento Act (MVA) is the primary federal policy addressing homelessness in America with specific mandates designed to ameliorate the effects homelessness has on educational attainment for school-age children. The extent to which this policy is implemented may have far-reaching effects for homeless children. The MVA…
Descriptors: Educational Attainment, Measures (Individuals), Social Work, School Social Workers
Care & Advocacy: Narratives from a School for Immigrant Youth. Educational Leadership for Social Justice
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Bennett, Jo – IAP - Information Age Publishing, Inc., 2012
This is a book of oral narratives, collected from participants at a school created for first-generation, immigrant youth. The narrations from the students, teachers, administration, professional staff, and support personnel document the power of caring relationships in an educational setting. The narratives underscore the importance of teachers,…
Descriptors: Caring, Social Justice, Immigrants, Instructional Leadership
A Community Prevention Approach to Peaceful Schools: Application of Wakanheza
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Erickson, Christina L.; Lee, Serita; Mattaini, Mark A. – School Social Work Journal, 2009
Schools have long recognized the importance of creating climates that are peaceful, laying the groundwork for good student academic learning. This article explores the work of a large urban school district as it applies a community violence prevention model developed by the local county public health department to create peaceful communities.…
Descriptors: Urban Schools, Prevention, Focus Groups, Violence
Positive Behavior Support: A Call for Leadership
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Frey, Andy J.; Lingo, Amy; Nelson, Michael C. – Children & Schools, 2008
Positive behavior support (PBS) is being implemented in more than 5,300 schools in the United States. In this article, the authors review the conceptual components, implementation features, and evidence base of PBS; discuss its implementation at the preschool level; and explore implications for school social work practice. Whether starting PBS…
Descriptors: School Districts, School Social Workers, Leadership, Social Work
The Role of School Professionals in Implementing Section 504 for Students with Disabilities
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Madaus, Joseph W.; Shaw, Stan F. – Educational Policy, 2008
There is a paucity of research related to the implementation of the procedural regulations of Section 504 of the Rehabilitation Act of 1973 in public schools. Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from a survey that was distributed to a range of…
Descriptors: Civil Rights, General Education, Psychologists, School Psychologists