Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change

By Wendy W. Murawski, C. Hughes. 2009

208 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/232b14f6f512afbb02a7848773b35c2f3d0f7201

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Stavroula Valiandes
2. Jane M. Sileo
3. T. Landrum
4. J. Katz
5. Sally Wai-Yan Wan
6. Kimberly A. McDuffie

In Safety Research

1. Jane M. Sileo
2. T. Landrum
3. J. Katz
4. Sally Wai-Yan Wan
5. Kimberly A. McDuffie
6. Stavroula Valiandes

Citations in the corpus

• Learning Styles in the Age of Differentiated Instruction (2010, background): “This often takes the form of subtle endorsement of learning styles or modality-based instruction through suggestions that being aware of a student's learning style is necessary in order to individualize instruction (eg, Murawski & Hughes, 2009 ; Regan, 2009 ).”
• Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “Many proponents of inclusive education have highlighted the benefits of collaborative practice, including supporting inclusion, building teacher capacity, and reducing teacher burnout (Damore and Murray 2009; Murawski and Hughes 2009; Talmor, Reiter, and Feigin 2005; Tannock 2009).”
• Co-Teaching: Getting to Know Your Partner (2011, background): “As such, it requires general and special educators to collaborate actively to ensure implementation of lessons that address a wide array of instructional needs in general education classrooms and provide access to the general education curriculum for diverse learners (Murawski & Hughes, 2009).”
• Observing Co-Teaching: What to Ask For, Look For, and Listen For (2011, unknown): “As RTI becomes more prevalent in schools as a means of supporting and identifying students with learning challenges, teachers should be working collaboratively to use the co-teaching model to provide the various tiers of support for students (Murawski & Hughes, 2009).”
• Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness (2015, background): “By differentiating instruction according to students’ level of readiness, interests, and learning style (Landrum & McDuffie, 2010; Murawski & Hughes, 2009; Regan, 2009), teachers can maximize their students’ opportunities for learning and personal growth.”
• Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “These PLC activities included co-teaching (Dove & Honigsfeld, 2010; Murawski & Hughes, 2009), collaborative planning (Nevin, Thousand, & Villa, 2009; Thousand et al., 2006), partnership with universities and communities (McQuarrie & McRae, 2010; Santamaria & Thousand, 2004), mentorship and coaching…”