Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention

2019 ◽  
pp. 004208591986056
Author(s):  
Joyce Gomez-Najarro
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Social Identity ◽  
Activity Theory ◽  
Diverse Learners ◽  
Student Identity ◽  
Rti Implementation ◽  
Qualitative Work ◽  
Cultural Historical Activity

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.

scholarly journals A CHAT Approach to Understand Framing in Digital Service Innovation

2019 ◽  
Vol 1 (1) ◽  
pp. 3031-3040
Author(s):  
Nick Sturkenboom ◽  
Ehsan Baha ◽  
Rebecca Price ◽  
Maaike Kleinsmann ◽  
Dirk Snelders
Keyword(s):  
Reflective Practice ◽  
Activity Theory ◽  
Service Innovation ◽  
Third Wave ◽  
Design Practice ◽  
Digital Service ◽  
The Third ◽  
Activity Awareness ◽  
Cultural Historical Activity

AbstractWithin the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer's activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.

scholarly journals Exploring the potential of cultural historical activity theory for understanding change in education: lessons from a historical case study of leadership in an Irish school

2020 ◽  
pp. 675
Author(s):  
Tom O'Donoghue ◽  
Gerardine Neylon
Keyword(s):  
Primary School ◽  
Activity Theory ◽  
Theoretical Framework ◽  
Historical Case Study ◽  
Cultural Activity ◽  
Historical Case ◽  
New School ◽  
Cultural Historical Activity ◽  
Irish School

This paper reports a research project undertaken whose aim was to explore the possibility of using a particular theoretical framework for engaging in preliminary studies aimed at analysing specific historical instances of change in education. The change that was the focus of the investigation was a new school established by the Sisters of Mercy in Ennis, County Clare (Ireland), to replace an original school built in 1865. This was no ‘ordinary school. Instead, it was at the time deemed a model infant and primary school. While the case is of interest in its own right, the principal aim of the study was to explore the potential of cultural activity theory for engaging in historical analyses of cases of its type and using its structure, the CHAT model, as a framework for presenting results.

scholarly journals How do elementary school teachers learn coding and robotics? A case study of mediations and conflicts

2021 ◽  
Author(s):  
Tugba Boz ◽  
Martha Allexsaht-Snider
Keyword(s):  
Elementary School ◽  
School District ◽  
Elementary School Teachers ◽  
Activity Theory ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
School Teachers ◽  
Analytical Approaches ◽  
And Robotics

AbstractIn this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional learning course developed and delivered through the collaboration between university faculty and a school district. We focused on activity theory to understand and reveal the mediations, conflicts, and effective practices that facilitated or hindered teachers’ learning of coding and robotics. The participants of the study were twelve teachers from five different elementary schools in a rural school district. Data collection and generation sources included interviews, videos of class meetings, course assignments, and artifacts. In analyzing the data, we employed analytical approaches under the guidance of activity theory. The findings showed that teacher collaboration, coding/robotics platforms employed during the professional learning course, instructional approaches, and resources in and outside the professional learning setting mediated or conflicted with the teachers’ learning of coding and robotics depending on the way that each of these elements was employed in the course. Elaborating on these elements, we reported the implications for further research and practice.

scholarly journals Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context

2021 ◽  
Vol 41 (1) ◽  
pp. 1-12
Author(s):  
Suzanne Bester ◽  
Michè Conway
Keyword(s):  
Response To Intervention ◽  
South African ◽  
School Context ◽  
Teaching Staff ◽  
Learner Support ◽  
Rti Implementation ◽  
African Context ◽  
Points Of View ◽  
Viable Approach

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viability in their school context. The participants believed that if certain challenges, such as a lack of time and a lack of qualified teaching staff could be addressed and overcome, then an RtI approach could become viable in their school context. They believed that an effective RtI implementation could yield benefits associated with improved overall service delivery to learners and their parents. Furthermore, the participants believed that RtI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they perceived as a challenge in their learner support interventions. The insights obtained from this study may be useful in guiding further research endeavours into the perceived viability of RtI in other school contexts in South Africa.

An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention

2019 ◽  
Vol 43 (2) ◽  
pp. 109-126
Author(s):  
Joyce Gomez-Najarro
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Teacher Collaboration ◽  
Large Population ◽  
Diverse Learners ◽  
Rti Implementation ◽  
Context Specific ◽  
K 12 ◽  
The Way

Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.

scholarly journals The object-tool duality in mathematical modelling. A framework to analyze students’ appropriation of Sankey diagrams to model demographic processes

2020 ◽  
pp. 52-66
Author(s):  
Pauline Vos ◽  
Peter Frejd
Keyword(s):  
Mathematical Modelling ◽  
Activity Theory ◽  
Cultural Historical Activity Theory ◽  
Future Research ◽  
Exploratory Case Study ◽  
Learning Mathematics ◽  
Demographic Processes ◽  
Historical Activity ◽  
Cultural Historical Activity

Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research.

Sign in / Sign up

Export Citation Format

Share Document