Home > Research > Publications & Outputs > Implementing cycles of Assess, Plan, Do, Review

Research

Links

Text available via DOI:

View graph of relations

Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives. / Greenwood, Joanne; Kelly, Catherine .
In: British Journal of Special Education, Vol. 44, No. 4, 31.12.2017, p. 394-410.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Greenwood, J & Kelly, C 2017, 'Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives', British Journal of Special Education, vol. 44, no. 4, pp. 394-410. https://doi.org/10.1111/1467-8578.12184

APA

Greenwood, J., & Kelly, C. (2017). Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives. British Journal of Special Education, 44(4), 394-410. https://doi.org/10.1111/1467-8578.12184

Vancouver

Greenwood J, Kelly C. Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives. British Journal of Special Education. 2017 Dec 31;44(4):394-410. Epub 2017 Oct 6. doi: 10.1111/1467-8578.12184

Author

Greenwood, Joanne ; Kelly, Catherine . / Implementing cycles of Assess, Plan, Do, Review : a literature review of practitioner perspectives. In: British Journal of Special Education. 2017 ; Vol. 44, No. 4. pp. 394-410.

Bibtex

@article{85d93594cfd04cfe9093630893207180,
title = "Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives",
abstract = "This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated approach of successive cycles of Assess, Plan, Do, Review (APDR) outlined in the Special Educational Needs and Disability Code of Practice introduced in England in 2014. Research concerning APDR is scarce, and therefore this review looks to research on RtI to inform current practice. Recurring themes throughout the literature relate to the ongoing professional development and learning for practitioners that is afforded by engagement in RtI, and an awareness that it takes time to accrue the benefits of such an approach. Further research is needed to ascertain the outworking of a reform such as RtI/APDR within the English context.",
author = "Joanne Greenwood and Catherine Kelly",
year = "2017",
month = dec,
day = "31",
doi = "10.1111/1467-8578.12184",
language = "English",
volume = "44",
pages = "394--410",
journal = "British Journal of Special Education",
issn = "0952-3383",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Implementing cycles of Assess, Plan, Do, Review

T2 - a literature review of practitioner perspectives

AU - Greenwood, Joanne

AU - Kelly, Catherine

PY - 2017/12/31

Y1 - 2017/12/31

N2 - This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated approach of successive cycles of Assess, Plan, Do, Review (APDR) outlined in the Special Educational Needs and Disability Code of Practice introduced in England in 2014. Research concerning APDR is scarce, and therefore this review looks to research on RtI to inform current practice. Recurring themes throughout the literature relate to the ongoing professional development and learning for practitioners that is afforded by engagement in RtI, and an awareness that it takes time to accrue the benefits of such an approach. Further research is needed to ascertain the outworking of a reform such as RtI/APDR within the English context.

AB - This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated approach of successive cycles of Assess, Plan, Do, Review (APDR) outlined in the Special Educational Needs and Disability Code of Practice introduced in England in 2014. Research concerning APDR is scarce, and therefore this review looks to research on RtI to inform current practice. Recurring themes throughout the literature relate to the ongoing professional development and learning for practitioners that is afforded by engagement in RtI, and an awareness that it takes time to accrue the benefits of such an approach. Further research is needed to ascertain the outworking of a reform such as RtI/APDR within the English context.

U2 - 10.1111/1467-8578.12184

DO - 10.1111/1467-8578.12184

M3 - Journal article

VL - 44

SP - 394

EP - 410

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 4

ER -