Handbook of Response to Intervention : (Registro nro. 279737)
[ vista simple ]
| 000 -CABECERA | |
|---|---|
| campo de control de longitud fija | 08014nam a22003735i 4500 |
| 001 - NÚMERO DE CONTROL | |
| campo de control | 279737 |
| 003 - IDENTIFICADOR DEL NÚMERO DE CONTROL | |
| campo de control | MX-SnUAN |
| 005 - FECHA Y HORA DE LA ÚLTIMA TRANSACCIÓN | |
| campo de control | 20160429153957.0 |
| 007 - CAMPO FIJO DE DESCRIPCIÓN FÍSICA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | cr nn 008mamaa |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | 150903s2007 xxu| o |||| 0|eng d |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO | |
| Número Internacional Estándar del Libro | 9780387490533 |
| -- | 9780387490533 |
| 024 7# - IDENTIFICADOR DE OTROS ESTÁNDARES | |
| Número estándar o código | 10.1007/9780387490533 |
| Fuente del número o código | doi |
| 035 ## - NÚMERO DE CONTROL DEL SISTEMA | |
| Número de control de sistema | vtls000331621 |
| 039 #9 - NIVEL DE CONTROL BIBLIOGRÁFICO Y DETALLES DE CODIFICACIÓN [OBSOLETO] | |
| Nivel de reglas en descripción bibliográfica | 201509030733 |
| Nivel de esfuerzo utilizado para asignar no-encabezamientos de materia en puntos de acceso | VLOAD |
| Nivel de esfuerzo utilizado en la asignación de encabezamientos de materia | 201404121914 |
| Nivel de esfuerzo utilizado para asignar clasificación | VLOAD |
| Nivel de esfuerzo utilizado en la asignación de encabezamientos de materia | 201404091642 |
| Nivel de esfuerzo utilizado para asignar clasificación | VLOAD |
| Nivel de esfuerzo utilizado en la asignación de encabezamientos de materia | 201401311422 |
| Nivel de esfuerzo utilizado para asignar clasificación | staff |
| -- | 201401301214 |
| -- | staff |
| 040 ## - FUENTE DE LA CATALOGACIÓN | |
| Centro catalogador/agencia de origen | MX-SnUAN |
| Lengua de catalogación | spa |
| Centro/agencia transcriptor | MX-SnUAN |
| Normas de descripción | rda |
| 100 1# - ENTRADA PRINCIPAL--NOMBRE DE PERSONA | |
| Nombre de persona | Jimerson, Shane R. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 300023 |
| 245 10 - MENCIÓN DE TÍTULO | |
| Título | Handbook of Response to Intervention : |
| Resto del título | The Science and Practice of Assessment and Intervention / |
| Mención de responsabilidad, etc. | edited by Shane R. Jimerson, Matthew K. Burns, Amanda M. VanDerHeyden. |
| 264 #1 - PRODUCCIÓN, PUBLICACIÓN, DISTRIBUCIÓN, FABRICACIÓN Y COPYRIGHT | |
| Producción, publicación, distribución, fabricación y copyright | Boston, MA : |
| Nombre del de productor, editor, distribuidor, fabricante | Springer US, |
| Fecha de producción, publicación, distribución, fabricación o copyright | 2007. |
| 300 ## - DESCRIPCIÓN FÍSICA | |
| Extensión | xxii, 458 páginas, |
| Otras características físicas | recurso en línea. |
| 336 ## - TIPO DE CONTENIDO | |
| Término de tipo de contenido | texto |
| Código de tipo de contenido | txt |
| Fuente | rdacontent |
| 337 ## - TIPO DE MEDIO | |
| Nombre/término del tipo de medio | computadora |
| Código del tipo de medio | c |
| Fuente | rdamedia |
| 338 ## - TIPO DE SOPORTE | |
| Nombre/término del tipo de soporte | recurso en línea |
| Código del tipo de soporte | cr |
| Fuente | rdacarrier |
| 347 ## - CARACTERÍSTICAS DEL ARCHIVO DIGITAL | |
| Tipo de archivo | archivo de texto |
| Formato de codificación | |
| Fuente | rda |
| 500 ## - NOTA GENERAL | |
| Nota general | Springer eBooks |
| 505 0# - NOTA DE CONTENIDO CON FORMATO | |
| Nota de contenido con formato | Foundations of Problem-Solving and Response-to-Intervention Strategies -- Response to Intervention at School: The Science and Practice of Assessment and Intervention -- Evolution of the Response-to-Intervention Concept: Empirical Foundations and Recent Developments -- Response to Intervention: Conceptual and Methodological Issues in Implementation -- Consultation within Response to Intervention Models -- The Integration of Response to Intervention and Critical Race Theory-Disability Studies: A Robust Approach to Reducing Racial Discrimination in Evaluation Decisions -- Potential Pitfalls of Response to Intervention -- Assessment and Measurement -- Psychometric Considerations when Evaluating Response to Intervention -- Decision-Making Validity in Response to Intervention -- Assessing Student Response to Intervention -- Ability—Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition -- Contextual Influences and Response to Intervention: Critical Issues and Strategies -- Social Behavior Assessment and Response to Intervention -- Addressing Disproportionality with Response to Intervention -- Research-Based Prevention and Intervention -- Identifying Reading Disability Based on Response to Intervention: Evidence from Early Intervention Research -- Effects from Intensive Standardized Kindergarten and First-Grade Interventions for the Prevention of Reading Difficulties -- Monitoring Response to General Education Instruction -- Monitoring Response to Supplemental Services for Students at Risk for Reading Difficulties: High and Low Responders -- The Fundamental Role of Intervention Implementation in Assessing Response to Intervention -- Lessons Learned in Implementing Problem-Solving and Response-to-Intervention Strategies -- The Heartland Area Education Agency 11 Problem-Solving Approach: An Overview and Lessons Learned -- One Student at a Time; One Teacher at a Time: Reflections on the Use of Instructional Support -- Implementation of the Problem-Solving Model in the Minneapolis Public Schools -- The Ohio Integrated Systems Model: Overview and Lessons Learned -- The Illinois Flexible Service Delivery Model: A Problem-Solving Model Initiative -- The St. Croix River Education District Model: Incorporating Systems-Level Organization and a Multi-Tiered Problem-Solving Process for Intervention Delivery -- The Idaho Results-Based Model: Implementing Response to Intervention Statewide -- The System to Enhance Educational Performance (STEEP): Using Scienceto Improve Achievement -- Moving from a Model Demonstration Project to a Statewide Initiative in Michigan: Lessons Learned from Merging Research-Practice Agendas to Address Reading and Behavior -- The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative -- Using Technology Tools to Monitor Response to Intervention -- Response to Intervention for English Language Learners: Current Development and Future Directions -- Using Response to Intervention to Promote Transition from Special Education Services -- Toward a Unified Response-to-Intervention Model. |
| 520 ## - SUMARIO, ETC. | |
| Sumario, etc. | Education professionals have traditionally relied on a wait-to-fail formula to identify and assist students experiencing academic difficulties. With the reauthorization of the Individuals with Disabilities Education Improvement Act, however, a unique early-identification tool – known as response to intervention (RTI) – now offers professionals the option of implementing a collaborative, problem-solving tool designed to ensure that all students achieve academic success. Until now, practitioners have had access to very few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In a single, comprehensive volume, more than 90 expert scholars and practitioners join together to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. Each chapter explores crucial issues, defines key concepts, and answers real-world questions regarding implementation, including such major topics as: Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Handbook of Response to Intervention is a must-have volume for all education practitioners, researchers, and graduate students as well as anyone involved in curriculum reform or resource allocation. "This handbook provides essential reading for all stakeholders seeking to increase their knowledge base about RTI. It is an excellent and timely resource. I challenge everyone to read it, and then follow-up with actions to ensure that every child benefits from RTI." -Bill East, Ed.D., Executive Director, National Association of State Directors of Special Education (NASDSE) "The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention is a comprehensive compilation of research articles and information on RTI. Noted researchers, university instructors, and practitioners have contributed to this handbook, addressing issues related to evidence-based instruction, systems consideration, and implementation. This handbook is an excellent resource for all educators." -Diane Morrison, Ed.D., Director of Support Services, Northern Suburban Special Education District "The Handbook of Response to Intervention represents a comprehensive and balanced presentation of the array of professional knowledge essential to understanding this important concept. The scope of the coverage includes theoretical aspects, reviews of important related issues, balanced coverage of controversial aspects, and practical steps towards implementation. Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference." -W. Alan Coulter, Ph.D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center |
| 590 ## - NOTA LOCAL (RLIN) | |
| Nota local | Para consulta fuera de la UANL se requiere clave de acceso remoto. |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA | |
| Nombre de persona | Burns, Matthew K. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 304230 |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA | |
| Nombre de persona | VanDerHeyden, Amanda M. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 304231 |
| 710 2# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE ENTIDAD CORPORATIVA | |
| Nombre de entidad corporativa o nombre de jurisdicción como elemento de entrada | SpringerLink (Servicio en línea) |
| 9 (RLIN) | 299170 |
| 776 08 - ENTRADA/ENLACE A UN FORMATO FÍSICO ADICIONAL | |
| Información de relación/Frase instructiva de referencia | Edición impresa: |
| Número Internacional Estándar del Libro | 9780387490526 |
| 856 40 - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS | |
| Identificador Uniforme del Recurso | <a href="http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-49053-3">http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-49053-3</a> |
| Nota pública | Conectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL) |
| 942 ## - ELEMENTOS DE PUNTO DE ACCESO ADICIONAL (KOHA) | |
| Tipo de ítem Koha | Recurso en línea |
No hay ítems disponibles.