Enhancing Instructional Problem Solving—An Efficient System for Assisting Struggling Learners
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Begeny (school psychology, North Carolina State U.) et al. outline a school wide model of instructional support that makes the most of time, resources, and personnel to improve how the school responds to children encountering difficulties in the general education classroom and improve their learning outcomes in reading, math, and writing. They explain the Systems-Oriented Plan for Academic Achievement, its historical context, and its six components--a targeted assistance program, assessment for instruction, maximized intervention personnel and resources to effectively assist classroom teachers, targeted professional development, methods for communicating and generating support, and adaptable and incremental implementation--and their implementation, in addition to the key components of effective instruction in reading, math, and writing, as well as other evidence-based programs and interventions that can be used. Case examples and recommendations for teacher educators are included. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
John C. Begeny, PhD, is Associate Professor in the School Psychology Program at North Carolina State University and a psychologist in North Carolina. He was awarded the Ernest A. Lynton Citation for Distinguished Engaged Scholarship. Dr. Begeny's research interests include academic consultation, methods to improve children’s reading abilities, international education, and strategies to narrow the gap between research and practice in education.
Ann C. Schulte, PhD, is Professor in the Department of Psychology at North Carolina State University. She serves on the editorial boards of multiple journals, including Journal of School Psychology, School Psychology Review, and Learning Disabilities Research & Practice. Dr. Schulte's research focuses on school-based services for children with disabilities and improvement of achievement outcomes for this population.
Kent Johnson, PhD, is Founder and Executive Director of Morningside Academy, a laboratory school in Seattle, Washington. Morningside Academy investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to over 125 schools and agencies in the United States and Canada. Dr. Johnson has published many articles and books on research-based curriculum and teaching methods.
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