School Counselor Experiences of Response to Intervention with English Learners
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| Title: | School Counselor Experiences of Response to Intervention with English Learners |
|---|---|
| Language: | English |
| Authors: | Johnson, Leonissa V., Shell, E Mackenzie, Tuttle, Malti, Groce, LaVonna |
| Source: | Professional School Counseling. 2018 22(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | School Counselors, Response to Intervention, English (Second Language), Second Language Learning, Stakeholders, Advocacy, Barriers, Experience, Learning Processes |
| DOI: | 10.1177/2156759X19859486 |
| ISSN: | 1096-2409 |
| Abstract: | Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362253 |
| Database: | ERIC |
| Abstract: | Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research. |
|---|---|
| ISSN: | 1096-2409 |
| DOI: | 10.1177/2156759X19859486 |
