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1.
Stephen D. Truscott Robert D. Richardson Celina Cohen Alicia Frank Deanna Palmeri 《Psychology in the schools》2003,40(6):627-640
Success in collaborative school‐based consultation depends on whether teachers implement interventions suggested by consultants. In business literature, Rational Persuasion (RP) has been identified as one potentially effective way to influence consultee perceptions about proposed interventions. RP includes intervention information, why it is important to decide to use the intervention, and potential objections to the intervention with arguments against those objections. The influence of these RP elements on potential school‐based consultees has not been studied. This preliminary analog study investigated whether presenting RP importance and objections for behavioral interventions influenced teachers' ratings of acceptability, effectiveness, and commitment‐to‐implement. Participants included 71 teachers enrolled in graduate education courses. The within‐subject design included three video vignettes of each of three conditions for three different behavioral interventions (total of nine possible videos, three presented to each group). Results suggest that the influence of RP on acceptability, perceived effectiveness, and commitment‐to‐implement ratings was inconsistent. Implications for research and practice are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 627–640, 2003. 相似文献
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Aaron J. Fischer Evan H. Dart Hannah Leblanc Kelsey L. Hartman Rachel O. Steeves Frank M. Gresham 《Psychology in the schools》2016,53(3):240-252
School‐based behavioral consultation with classroom teachers is one of the primary ways school psychologists deliver intervention services to students. The present study aimed to evaluate the acceptability of videoconferencing (VC) with teachers as an alternative medium of consultative communication. Specifically, problem identification interviews (PIIs) were conducted with 60 classroom teachers to simulate a typical consultation interaction. Each teacher completed two PIIs with the researcher consultants, one in a traditional face‐to‐face (FtF) format and one in a videoconference (VC) format Teachers completed two brief pre‐post measures, the Fast Form of the Technology Acceptability Model (FF‐TAM) and the Distance Communication Comfort Scale (DCCS) to evaluate the acceptability of VC. Demographic moderators of the acceptability of VC were evaluated using a multiple regression analysis. The results suggest that although teachers rated VC as an acceptable communication medium prior to participating in the VC interview, teacher acceptability ratings increased to “highly acceptable” after participating in the study. Finally, no variables were identified that significantly moderated the relationship between teachers' acceptability rating of VC and their demographic variables. Implications for practice and future research are discussed. 相似文献
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The purpose of this study was to develop a consultation profile of interventions perceived as successful by internal or external Human Performance Technology consultants. Members of the National Society for Performance and Instruction [The National Society for Performance and Instruction is currently known as the International Society for Performance and Instruction] and the American Society for Training and Development were asked to describe in detail a single intervention which they considered successful in terms of outcomes for both themselves and their clients. The results indicate that the scope of these interventions is not limited to training but includes a broader range of performance improvement interventions. This supports the notion that professionals in the field are undertaking more systemic approaches in their practice. An average of 40% of total project time is allocated to front-end analysis. The projects reported by our respondents also emphasize collaborative decision-making, especially during the front-end analysis phase. Factors most commonly reported as responsible for the success of projects were support from the client, collaboration between team members, and clear definition of expectations. 相似文献
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Mark Oromaner 《Community College Journal of Research & Practice》2013,37(6):547-548
This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically. 相似文献
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Maria E. Menon Constantinos Christou 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):97-110
The study compares the satisfaction ratings of future and current elementary school teachers with respect to the main aspects of school organization and administration. Data were collected from 66 in-service teachers and 79 preservice teachers in Cyprus. The application of factor analysis on the data resulted in the identification of the following main dimensions of school organization: headmaster's role, school organization, school climate, teacher incentives/work conditions, inspector's role and teachers' role. The comparison of the satisfaction ratings of future and current teachers on the above factors produced the following findings: first, the ratings of the two groups differed significantly for the first four factors. Secondly, future teachers reported lower satisfaction ratings than their in-service counterparts in the headmaster's role, school organization and school climate factors and higher ratings on the teacher incentives/work conditions factor.These discrepancies are considered to constitute causes of concern for educational policy-makers. The high expectations of future teachers on the teacher incentives/work conditions factor are viewed as a probable subsequent cause of cognitive dissonance and job dissatisfaction. On the other hand, the low expectations of future teachers with respect to three factors (headmaster's role, school organization, school climate) are likely to reduce their initial enthusiasm for their job. The implications of the findings for teacher training programmes are discussed, and suggestions are made on ways of reducing discrepancies between the expectations of future teachers and the realities of the workplace. 相似文献
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Mathias Krammer Peter Rossmann Angela Gastager Barbara Gasteiger-Klicpera 《欧洲师范教育杂志》2018,41(4):463-478
The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching. 相似文献
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Susan M. Sheridan Emily D. Warnes Kathryn E. Woods Carrie A. Blevins Katie L. Magee Cynthia Ellis 《Journal of educational and psychological consultation》2013,23(2):106-129
Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials. 相似文献
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Skylar A. Bellinger Steven W. Lee T. Rene Jamison R. Matthew Reese 《Journal of educational and psychological consultation》2016,26(2):139-165
A plethora of literature suggests that collaborative partnerships among families, educators, and outside service providers are necessary and beneficial to address behavior problems, but there continues to be a lack of coordination among these stakeholders. The current study used conjoint behavioral consultation (CBC) to facilitate the development and implementation of collaborative intervention plans. Parents, teachers, and an outside mental health provider worked together to create and support behavioral intervention plans that were implemented at home and school. The results of this multiple baseline study indicate that collaborative interventions developed through the CBC process were effective in improving behavior at home and school. More specifically, visual analysis of the data, along with calculated effect sizes, showed an increase in the percentage of time that all 3 participants complied with expectations during problematic routines at home and school. Implications, limitations, and future research directions are discussed. 相似文献
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Maughn Rollins Gregory 《Educational theory》2014,64(6):627-648
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft‐directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self‐defeating. In this essay, Maughn Rollins Gregory argues that “procedurally directive teaching” offers an alternative to such approaches because it derives from the intention to guide inquiry rather than to persuade. He demonstrates that the conceptual frameworks of perfectionism and antiperfectionism, which have been proposed for directive teaching on same‐sex marriage, can instead be used to generate open questions for student inquiry, as can a third, civil rights framework. Given these considerations, Gregory maintains that pedagogical guidance on this topic should be procedurally directive rather than substantively directive. Further, the fact that legal, political, and ethics scholars disagree about which framework is more appropriate to the issue of same‐sex marriage indicates that such arguments cannot be dispositive of the pedagogical issue of how to frame classroom discussions about it. Rather, students should inquire into this meta‐level framing dispute for themselves. 相似文献
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Colette L. Ingraham 《Journal of educational and psychological consultation》2013,23(3-4):329-362
Using case study qualitative methodology and naturalistic inquiry, this study investigates how beginning consultants use multicultural consultee-centered consultation (MCCC) to explore cultural hypotheses with experienced teachers. The study involves the conceptualizations and detailed records of 3 ethnically diverse novice consultants who hypothesize cultural issues in the problem situation and use MCCC with teachers of diverse students ages 6-12. Grounded in the multicultural consultation framework (Ingraham, 2000), analyses focus on consultation stages, communication processes, factors associated with success and failure, and their relationship with co-constructing problem definitions with consultees. Results of within-case and cross-case analyses illustrate the complexity of practicing and studying MCCC and suggest several issues that may influence multicultural consultation outcomes. Specific questions for future research are identified. 相似文献
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This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style. 相似文献
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Suzanne Bamonto Graney 《Psychology in the schools》2008,45(6):537-549
This study investigated the accuracy of classroom teachers' judgments of the reading progress of their low‐performing students. Participants were 36 second grade teachers and students in their lowest reading groups (n = 150). Student progress was monitored weekly using reading‐curriculum‐based measurement (R‐CBM) procedures. After 6 weeks, teachers were asked to rate their students' progress. Expert judges later reviewed the teachers' R‐CBM graphs and rated the individual and group progress based on the graphs. Teacher ratings did not correlate with expert ratings or the R‐CBM slope estimates. Expert ratings correlated highly with slope estimates. Teachers' estimates of progress were significantly higher than expert judges' ratings, indicating that teachers may overestimate student progress. Implications for practice and future research are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
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Kevin M. Jones Cheryl J. Lungaro 《Journal of educational and psychological consultation》2013,23(3-4):323-332
This study examines whether teachers find a treatment clearly linked to a functional assessment more acceptable than treatments based on arbitrarily selected reinforcers. We randomly assigned 111 elementary school teachers to 3 experimental conditions. In all conditions, a problem vignette was read that included the same functional assessment summary but varied according to whether the treatment recommendation was linked to the assessment results. A one-way analysis of variance revealed significantly higher pretreatment acceptability ratings and likelihood of use for the treatment linked to assessment. Implications of these results for school-based consultation are discussed. 相似文献
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Anne Jordan Gonul Kircaali‐Iftar C.T. Patrick Diamond 《International Journal of Disability, Development & Education》1993,40(1):45-62
In this study, teachers' assumptions and beliefs are explored about the needs of at‐risk and exceptional students, and about their roles and responsibilities in meeting such needs. Teachers appear to hold consistent and coherent belief systems which differ along an ordinal scale. At one end, ‘restorative’ beliefs assume that problems reside largely within the pupil, and therefore the teacher's duty is to refer the pupil for confirmatory assessment as soon as possible. At the other ‘preventive’ end, teachers assume that the environment, including instruction, plays a part in a student's problems. The teacher therefore attempts prereferral interventions, and requests assessment to identify instructional alternatives. This study provides evidence for the validity of the restorative‐preventive construct, reporting the results of both quantitative and qualitative analyses of interviews with 27 regular class elementary teachers. Teachers' ratings on the construct correlated significantly with their self‐ratings of teaching efficacy (Gibson & Dembo, 1984). Teachers with preventive beliefs had higher self‐efficacy scores than those with a restorative profile. Further, teachers with restorative beliefs rated the withdrawal of problem pupils from the classroom as a more desirable resource service than preventive teachers, who preferred in‐class consultative support. 相似文献
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中美师范教育比较与思考 总被引：1，自引：0，他引：1
叶青 《渭南师范学院学报》2002,17(1):76-79
本文比较分析了中美师范教育“中央集权”与“地方分权”、“公立”与“私立”、“定向”与“非定向”等办学体制和模式的优点及问题，提出适合中国国情的高等教育化、开放化、终身化、一体化和教师专业化等改革的建议和对策。 相似文献
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Investigators of early language development have noted that teachers tend to select specific language objectives and teach them didactically, whereas parents are more likely to adopt open-ended objectives and teach them opportunistically. The authors have called the former approach directive, because of its reliance on teacher-controlled precision teaching, and the latter nondirective, because of its reliance on child-centered supportive techniques. This article explores the relative emphasis given these two approaches in early intervention by examining language objectives on Individual Educational Programs (IEPs) drawn from 20 programs in 10 states. It also analyzes the directive versus nondirective nature of language items on eight major developmental inventories that are used both to assess children's language and as the source of language objectives. The primary finding—a preponderant directive orientation on both IEPs and inventories—is discussed in terms of the literature on language development in normal and handicapped preschoolers. 相似文献
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Theodora D. Tsovili 《Journal of Research in Reading》2004,27(1):69-86
The aim of the present study was to investigate the role anxiety plays in the lives of adolescents with dyslexia by including a school perspective with special emphasis on the role of the teacher. The state‐trait anxiety of 68 adolescents with dyslexia and their language teachers' attitudes towards them were compared with an equal number of matched controls. State‐trait anxiety was measured by the Greek adaptation ( Psychountaki, 1995 ) of Spielberger's State‐Trait Anxiety Inventory for Children ( Spielberger, Edwards, Lushene et al, 1973 ). The Teacher's Questionnaire, designed specifically for the needs of this study, was used for the measurement of the language teachers' attitudes. Interviews were conducted with the adolescents with dyslexia who exhibited the highest and lowest state (reading) anxiety. They reported significantly higher reading anxiety and lower trait anxiety in comparison with the control group. The language teachers of the adolescents with dyslexia expressed more positive attitudes than the controls. Reading anxiety was related to trait anxiety, especially when the language teachers expressed low irritability, which was one of the teachers' attitudes measured. In the interviews, the high‐anxiety adolescents reported behaviours associated with learned helplessness, use of emotion‐focused defence mechanisms and high, ambiguous and conflicting expectations expressed by their language teachers with regard to academic achievement. The application of anxiety‐reducing methods together with the specialised educational interventions may contribute to the psychological well being of adolescents with dyslexia. 相似文献