This article is part of a larger research project on professional development, and more specifically the emergence of "professional knowledge" among pre-service teachers. The intent here is to analyze recognition phenomena in supervisory discussions. We consider recognition of pre-service teachers' discourse as a condition for the emergence of…

Background: Deliberative mode of curriculum development has been hailed as one effective way of developing school-based curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there…

While the basic tenets of the RtI model are well-established in the literature, few studies have been conducted to describe its implementation in rural schools. We conducted a qualitative study in three rural schools that had been designated as pilot sites by our state department of education. A cross-case analysis of the data collected through…

The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…