Process Evaluation of Literacy Practices within a Multi-Tiered System of Supports Framework

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-08-07 DOI:10.1080/15377903.2020.1804030

Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson

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.

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在多层支持体系框架内对扫盲实践的过程评估

摘要研究文献中对多层支持系统（MTSS）的广泛报道倾向于关注学生的结果，而不是成人实施的过程。这篇概念性文章提出了一个过程评估模型，作为评估多层支持系统（MTSS）框架实施忠诚度的一种手段，以支持学校阅读教学实践。本文首先定义了MTSS及其核心组成部分，并概述了过程评估在评估MTSS实施和结果中的适用性。介绍了新的过程评估工具，包括它们在评估分层阅读教学的MTSS实施中的应用实例。学校心理学家或其他评估人员如何在学校环境中进行MTSS过程评估，以及为什么这样做很有价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

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.