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Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support.

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Title: Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support.
Authors: Hunter, William C., Maheady, Lawrence, Jasper, Andrea D., Williamson, Robert L., Murley, Renee C., Stratton, Elizabeth
Source: Education & Treatment of Children (West Virginia University Press). Aug2015, Vol. 38 Issue 3, p345-362. 18p.
Subjects: Research, Teachers, Education, Group work in education, Teaching methods, Circle time (Classroom activity), Classroom learning centers, Multi-tiered systems of supports
Abstract: Federal mandates (Individuals With Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001) require teachers to accommodate students with more diverse academic and behavioral needs in inclusive general educational settings. To assist general educators in meeting this instructional challenge, multi-tiered systems of support (MTSS) such as response to intervention (RtI) and positive behavior interventions and supports (PBIS) were established in schools nationwide. There is still a need, however, for classroom-based interventions with empirical support that are feasible to implement in whole-class settings and acceptable to teachers and students. Here, Numbered Heads Together (NHT), an alternative questioning strategy, is offered as a potentially effective Tier 1 intervention that can be used to improve student performance in general education classrooms. Extant research findings are described, procedures for using NHT in classroom settings are discussed, and future directions for research and practice are offered. [ABSTRACT FROM AUTHOR]
Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support.
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  Data: Federal mandates (Individuals With Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001) require teachers to accommodate students with more diverse academic and behavioral needs in inclusive general educational settings. To assist general educators in meeting this instructional challenge, multi-tiered systems of support (MTSS) such as response to intervention (RtI) and positive behavior interventions and supports (PBIS) were established in schools nationwide. There is still a need, however, for classroom-based interventions with empirical support that are feasible to implement in whole-class settings and acceptable to teachers and students. Here, Numbered Heads Together (NHT), an alternative questioning strategy, is offered as a potentially effective Tier 1 intervention that can be used to improve student performance in general education classrooms. Extant research findings are described, procedures for using NHT in classroom settings are discussed, and future directions for research and practice are offered. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=110815927
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