Response to intervention—it's already improving reading outcomes in classrooms across the country, and this approach can be equally effective for K–12 mathematics instruction. This is the definitive volume on RTI in math: what we know about it, why it works, and how to use it to ensure high-quality math instruction and higher student achievement.
Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get the best, most up-to-date guidance on key facets of RTI in math:
Filled with vignettes, accessible summaries of the most recent studies, and best-practice guidelines for making the most of RTI, this comprehensive research volume is ideal for use as a textbook or as a key resource to guide decision makers.
Readers will have the knowledge base they need to strengthen mathematics instruction with proven RTI practices—and help ensure better math outcomes for students at every grade level.
With contributions by
"synopsis" may belong to another edition of this title.
Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712
Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research Association Special Interest Group Distinguished Researcher Award, the International Reading Association Albert J. Harris Award, the University of Texas Distinguished Faculty Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from the Council for Exceptional Children. She is the author of more than 35 books and 250 research articles. Vaughn is currently the principal investigator on several research grants from the Institute for Education Sciences, the National Institute of Child Health and Human Development, and the U.S. Department of Education.
Joseph A. Dimino, Ph.D., has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of early literacy, reading comprehension and vocabulary instruction, and effective instructional techniques for English language learners. As a senior research associate, Dr. Dimino has been a part of several regional and national research teams investigating topics such as foundational reading skills and vocabulary, reading comprehension, and mathematics instruction. He is a coauthor of books addressing reading comprehension and vocabulary instruction and has published in several peer-reviewed journals. Dr. Dimino has delivered papers at numerous state, national, and international conferences. He consults nationally in the areas of early literacy, reading comprehension, and vocabulary instruction.
Douglas Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs is a former classroom teacher, special educator, and school psychologist. He directed the Vanderbilt Kennedy Center Reading Clinic for 12 years. His current interests include reading and math disabilities, intensive instruction, service delivery options, urban education, and education policy.
Lynn S. Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs’s research addresses teachers’ use of classroom-based assessment information and instructional practices for improving reading and mathematics performance.
Asha K. Jitendra, Ph.D., University of Minnesota, Department of Educational Psychology, 245 Education Sciences Building, 56 East River Road, Minneapolis, MN 55455. Dr. Jitendra received her Ph.D. in curriculum and instruction (special education) from the University of Oregon. She is the Rodney Wallace Professor for Advancement of Teaching and Learning at the University of Minnesota. Her research interests include academic and curricular strategies in mathematics and reading for students with learning disabilities, assessment practices to inform instruction, and instructional design and textbook analysis.
"About this title" may belong to another edition of this title.
Shipping:
US$ 4.30
Within U.S.A.
Book Description Condition: new. Seller Inventory # FrontCover1598571672
Book Description Paperback. Condition: new. New. Fast Shipping and good customer service. Seller Inventory # Holz_New_1598571672
Book Description Condition: new. Seller Inventory # newMercantile_1598571672
Book Description Condition: New. Seller Inventory # 13969040-n
Book Description Paperback. Condition: new. New. Seller Inventory # Wizard1598571672
Book Description Paperback. Condition: new. New Copy. Customer Service Guaranteed. Seller Inventory # think1598571672
Book Description Paperback. Condition: new. Buy for Great customer experience. Seller Inventory # GoldenDragon1598571672
Book Description paperback. Condition: New. Language: ENG. Seller Inventory # 9781598571677
Book Description Condition: New. Seller Inventory # 13969040-n
Book Description Paperback. Condition: Brand New. 1st edition. 256 pages. 9.90x7.00x0.70 inches. In Stock. Seller Inventory # __1598571672