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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era
Content type: Journal Article
The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In...
Special Education Research Advances Knowledge in Education
Content type: Journal Article
Research in special education has yielded beneficial outcomes for students with disabilities as well as typical achieving students. The authors provide examples of the valuable knowledge special education research has generated, including the elements of...
Testing the Efficacy of a Tier 2 Mathematics Intervention
Content type: Journal Article
The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements...
Toward More Effective Tiered Systems: Lessons From National Implementation Efforts
Content type: Journal Article
Based on the 2015 evaluation of response-to-intervention (RTI) efforts and our own 2 decades of experience in supporting educators’ implementation of RTI efforts, four recommendations are presented to advance effective implementation of tiered systems of...
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks
Content type: Journal Article
In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking “Does the use of universal screening, including a cut-point for...
Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation
Content type: Journal Article
The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors...
Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study
Content type: Journal Article
This randomized controlled study investigated the efficacy of a Tier 1 intervention—schema-based instruction—designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms...
Classroom Management That Works: A Replication Trial of the CW-FIT Program
Content type: Journal Article
The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD)...
Evaluating the Effects of Supplemental Reading Intervention Within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design
Content type: Journal Article
A large body of research supports the efficacy of small group reading interventions for students in Grades K through 3. However, there are few studies evaluating the effects of supplemental Tier-2 intervention implemented within a response to intervention...
Using Regression Discontinuity to Estimate the Effects of a Tier-1 Research-Based Mathematics Program in Seventh Grade
Content type: Journal Article
The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier-1 instruction. The performance of these...