Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention

By Thomas Kratochwill, Paula Volpiansky, M. Clements, Carrie Ball. 2007

202 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/ce2a699ca5b731dec13bb490644f83835c8f79f1

How researchers see this paper

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

In Developmental and Educational Psychology

1. M. Burns
2. G. Lukito
3. Robin S. Codding
4. L. Danielson
5. R. Kubina
6. James D. Stocker
7. Douglas Fuchs
8. Christopher H. Skinner

In General Health Professions

1. G. Lukito
2. Robin S. Codding

Citations in the corpus

• Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “Furthermore, the three-tiered logic (Kratochwill et al., 2007), that was used in schools 5 to 8, serves as a convenient”
• Professional Development, Capacity Building, and Research Needs: Critical Issues for Response to Intervention Implementation (2007, background): “Kratochwill et al. (2007) report that professional development has achieved greater importance as this link between practitioner skills and student performance levels has been delineated.”
• Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis (2011, background): “…that teacher preparation and knowledge of fluency and evidence-based interventions is limited (Begeny & Martens, 2006; Fuchs et al., 2008; Kratochwill, Volpiansky, Clements, & Ball, 2007) and that teachers benefit from direct assistance with novel treatment procedures (Gilbertson, Witt,…”