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Venghaus, Julia; Pilgrim, Jodi; Morton, Brenda; Rex, Camille – NASSP Bulletin, 2023
Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a…
Descriptors: Secondary Schools, Response to Intervention, Administrator Attitudes, Multi Tiered Systems of Support
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Hollingshead, Barbara – NASSP Bulletin, 2009
Hall and Hord's (2005) concerns-based adoption model (CBAM) served as the framework to study a districtwide implementation of Rachel's Challenge in Rockwall, Texas. This article describes CBAM principles and strategies that were used to increase awareness of the change process during the first year of implementing the character education program.…
Descriptors: Program Implementation, Values Education, Educational Change, Barriers
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Firestone, William A.; And Others – NASSP Bulletin, 1990
In 1986 the Center for Policy Research in Education began a five-year study of state educational reform implementations and effects in six states (California, Arizona, Texas, Minnesota, Florida, and Georgia) chosen for their diverse approaches. Most efforts (not all successful) concentrated on increased academics, teacher professionalism, and…
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Program Evaluation
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Seifert, Edward H.; Simmons, David – NASSP Bulletin, 1997
Problem-based learning is designed to maximize active student participation in the learning process, foster student problem-solving and self-education skills, enhance student self-assessment, increase student communication skills, and improve student abilities to access and use information resources. A Texas high school's innovative problem-based…
Descriptors: Educational Change, High Schools, Instructional Improvement, Interdisciplinary Approach