dc.contributor.author | Björn, Piia M. | |
dc.contributor.author | Aro, Mikko | |
dc.contributor.author | Koponen, Tuire | |
dc.contributor.author | Fuchs, Lynn S. | |
dc.contributor.author | Fuchs, Douglas | |
dc.date.accessioned | 2018-06-18T07:25:06Z | |
dc.date.available | 2018-06-18T07:25:06Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Björn, P. M., Aro, M., Koponen, T., Fuchs, L. S., & Fuchs, D. (2018). Response-To-Intervention in Finland and the United States : Mathematics Learning Support as an Example. <i>Frontiers in Psychology</i>, <i>9</i>, Article 800. <a href="https://doi.org/10.3389/fpsyg.2018.00800" target="_blank">https://doi.org/10.3389/fpsyg.2018.00800</a> | |
dc.identifier.other | CONVID_28113913 | |
dc.identifier.other | TUTKAID_77978 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/58605 | |
dc.description.abstract | Response to Intervention (RTI) was accepted in the early 2000s as a new framework for
identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework
has existed since 2010. In the present study, these frameworks are presented from
the viewpoint of the role of assessment and instruction as expressed in documents
that describe the frameworks, as it seems that these two components of RTI are the
most disparate between the U.S. and Finland. We present a suggestion for the Finnish
framework as an example of support in mathematics learning that incorporates principles
of RTI (such as systematized assessment and instruction, cyclic support, and modifiable
instruction). Finally, recommendations are presented for further refining and developing
assessment and instruction policies in the two countries. | fi |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Frontiers Research Foundation | |
dc.relation.ispartofseries | Frontiers in Psychology | |
dc.rights | CC BY 4.0 | |
dc.subject.other | assessment | |
dc.subject.other | comparative study | |
dc.subject.other | instruction | |
dc.subject.other | Response to Intervention framework | |
dc.subject.other | support in mathematics | |
dc.title | Response-To-Intervention in Finland and the United States : Mathematics Learning Support as an Example | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201806153246 | |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.oppiaine | Erityispedagogiikka | fi |
dc.contributor.oppiaine | Special Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2018-06-15T15:15:10Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_dcae04bc | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 1664-1078 | |
dc.relation.numberinseries | 0 | |
dc.relation.volume | 9 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2018 Björn, Aro, Koponen, Fuchs and Fuchs. | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | oppimisvaikeudet | |
dc.subject.yso | matemaattiset taidot | |
dc.subject.yso | toimintaohjeet | |
dc.subject.yso | arviointi | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p5302 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p23002 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p27028 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7413 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.3389/fpsyg.2018.00800 | |
dc.type.okm | A2 | |