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1.
ABSTRACT

The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants.  相似文献   

2.
This article sets out to describe how we have kept the model of consultation alive, and what is still, for us, an evolving process and learning experience. We are not planning here to detail the initial development of the model, but to explore the processes and concepts that we continue to use to ensure a genuine team approach is adopted.  相似文献   

3.
Multimodal consultation provides a problem-solving approach that recognizes and analyzes the components of multifaceted, multisubsystem referral problems. The approach, which is exemplified in the present article within the ecological perspective, consists of five parts: from the identification and analysis of maladaptive interactions that cause, support, or maintain a referral problem's environment to the evaluation of consultation interventions that target different aspects of the referral environment and are based on different consultation models. Multimodal consultation is primarily a conceptual model at this time; however, suggestions for empirical and heuristic research also are discussed.  相似文献   

4.
Will media influence learning? Reframing the debate   总被引：8，自引：0，他引：8  
This article addresses the position taken by Clark (1983) that media do not influence learning under any conditions. The article reframes the questions raised by Clark to explore the conditions under which media will influence learning. Specifically, it posits the need to consider the capabilities of media, and the methods that employ them, as they interact with the cognitive and social processes by which knowledge is constructed. This approach is examined within the context of two major media-based projects, one which uses computers and the other, video. The article discusses the implications of this approach for media theory, research and practice.  相似文献   

5.
Previous research has adopted various approaches to examining teachers’ and students’ relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers’ experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the participants were conducted, and their written reflections were collected. A grounded-theory approach and a framework for analyzing mathematics identities were adopted in data analysis. The findings showed that the participants’ development of obligations-to-oneself was associated with not only their opportunity to exercise conceptual agency but also their aesthetic experience with mathematics. Their views on themselves as learners of mathematics had cognitive, affective, and aesthetic dimensions. The findings suggest that teachers and students can engage in a reflection on their aesthetic involvement in doing mathematics. There is a need for a local theory of aesthetics in K-12 mathematics.  相似文献   

6.
ABSTRACT

Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, social-emotional support, and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.  相似文献   

7.
The purpose of this article is to call for the inclusion of culture as a central component in the field of consultation. For consultation to remain maximally effective, current with counseling and psychological frameworks, and compliant with ethical standards, it is imperative that all consultation theory, research, practice, and training be examined and understood in the context of culture (Duncan, 1995; Gibbs, 1985; Hansen, Himes, & Meier, 1990; Henning-Stout, 1994a; Ingraham & Tarver Behring, 1996; Jackson & Hayes, 1993).  相似文献   

8.
ABSTRACT

Restorative justice (RJ) in schools is an increasingly popular approach to responding to discipline issues including bullying and aggressive behaviors. However, RJ research in schools is dramatically lagging behind its practice. Specifically, there is a large void within the school consultation literature that examines the use of RJ and the role of the consulting school psychologist. To help address this gap, this article reviews contextual and definitional issues of RJ, introduces the special issue articles within the RJ literature, and provides recommendations for future research, training, and practice in RJ. Notably, this is the first special issue that brings together RJ scholarship and research in schools under a consultation framework.  相似文献   

9.
The authors in this special issue on systems-level consultation provide an excellent range of models for how school psychologists can work as system-level consultants within the various communities they serve. This article (a) provides commentary on the four articles in this special issue focused on systems-level consultation to serve diverse populations in schools, (b) outlines 10 competencies for systems consultants in diverse schools, and (c) suggests directions for future research, theory, and practice in this area. By intersecting the 2010 National Association of School Psychologists (NASP) Practice Model, Blueprint III, and the illustrations in these four articles, 10 competencies for systems-level consultants are articulated. These involve collaborative, recursive, interpersonal processes whereby the systems-level consultant facilitates communication and understanding across different stakeholders, assisting in the joint gathering and interpretation of data. In systems-level consultation, the system is the client and consultants work to build capacity within the system and its stakeholders to address problems and needs.  相似文献   

10.
This article provides an outline of some of the thinking and processes that Buckinghamshire Educational Psychology Service went through in making the move from a referral system to a consultation approach to service delivery. The article sets these changes in the Buckinghamshire context and raises issues for future consideration and planning by other educational psychology services.  相似文献   

11.
The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what circumstances. Survey methodology offers one means for conducting consultation research. This article proposes a process for rigorous survey research in school-based consultation training and practice, which addresses some potential concerns regarding survey research. Specifically, issues of survey development, survey validation, sampling, and data collection are addressed. These processes are illustrated through the design and administration of an online survey of 262 early career school psychologists; preliminary data analyses suggested strong scale reliability, minimal item response bias, and population representativeness. Recommendations for future consultation survey research are provided.  相似文献   

12.
This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education.  相似文献   

13.
A central tenant of consultee-centered consultation is that the consultee is always an active agent in the consultation process, not a passive receiver of transmitted information. Both participants will be constructing new understandings during consultation. The consultant can facilitate consultation by asking questions to illuminate the consultee's current theory of what is causing the consultation predicament. Next, the consultant and consultee might explore how the consultee's theory is inadequate to explain this and other cases. When a new theory is generated, it must be an understandable substitute explanation. It must be an intelligible, coherent, and plausible explanation. Finally, the new conceptualization must be parsimonious and efficacious in working with future clients as well as the current client and problem.  相似文献   

14.
Rafael Mitchell 《Compare》2019,49(1):98-114
Recent policies in Ethiopia put students at the heart of school improvement through structures for peer leadership and school-level consultation, evaluation and decision-making. This article draws on an ethnographic study of a government school in Tigray, Ethiopia, to explore how the participation and influence of students is achieved and mediated by structures and processes in school. Three key contexts of student participation are explored: positions of peer leadership (monitor, ‘one-to-five’ network leader); public evaluation sessions (gim gima); and the Parent Student Teacher Association (PSTA). Recommendations are made for sharing and strengthening democratic practices and for future research.  相似文献   

15.
This article provides an overview of the current theory and practice of rational-emotive behavioral consultation (REBC). Its purpose is to highlight for psychological and educational consultants the crucial role of consultee extreme, negative emotional reactions to adverse events in the consultation process. It is proposed that unless these emotional reactions are addressed in consultation, the effectiveness of consultation may be minimized. This article discusses the nature of irrational beliefs of consultees and reviews research that supports their relation with consultee emotionality. A variety of REBC techniques that consultants can use to encourage consultees to reduce their extreme emotions are presented. Consultants can teach consultees to identify and dispute irrational beliefs that are hypothesized to underlie extreme levels of anger, anxiety, and self-downing. A review of available research that examines the effects of REBC techniques including their use in staff development and parent education is presented.  相似文献   

16.
This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three-Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis-à-vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisory work.  相似文献   

17.
This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e‐moderation based on some key factors which appear to influence e‐moderation. It discusses previous research on the definition and practice of e‐moderation, and then describes the study, which involved four e‐moderators working in two different university contexts. Key themes on e‐moderation, which emerged using a grounded theory approach, are discussed. It proposes a framework for e‐moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring‐fenced learning arena. Factors outside and inside the ring‐fence that appear to influence e‐moderation and their implications for future theory development and validation are discussed.  相似文献   

18.
A course in consultation is increasingly becoming part of the required graduate curriculum of counseling psychologists/counselors who are training for employment in mental health and educational settings. It seems that most textbooks on consultation are devoted to theory and practice, and most journal articles on the topic focus on research outcomes. There is also a paucity of literature regarding practices in methods of teaching consultants for mental health and educational settings. This article outlines a practical model for teaching consultation skills that includes didactic presentations, demonstrations, and simulation experiences.  相似文献   

19.
According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.  相似文献   

20.
This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes.  相似文献   

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