Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson
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引用次数: 6
Abstract
Abstract Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to support instructional practices in reading in schools. The article begins by defining MTSS and its core components and overviewing the applicability of process evaluation in assessing MTSS implementation and outcomes. Novel process evaluation tools are presented, including examples of their application in evaluating MTSS implementation for tiered reading instruction. Implications are drawn regarding how MTSS process evaluations can be conducted by school psychologists or other evaluators in school settings, and why it can be valuable to do so.
期刊介绍：
With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.
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