The Effect of Instructional Consultation Teams on Teachers' Reported Instructional Practices

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dc.contributor.advisorRosenfield, Sylvia Aen_US
dc.contributor.authorKaiser, Lauren Tracyen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2008-04-22T16:05:17Z
dc.date.available2008-04-22T16:05:17Z
dc.date.issued2007-11-26en_US
dc.description.abstractA primary goal of Instructional Consultation Teams (IC Teams; Rosenfield & Gravois, 1996) is that students' problems will be prevented or resolved through the provision of services to the adults who serve them. The assumption is that teachers will improve instructional planning, delivery, management, and assessment (e.g., matching instruction to student levels) as a result of working with a colleague through a collaborative problem-solving relationship, or working in a school building in which norms of collaboration and problem-solving with a focus on instruction have been developed. The efficacy of IC Teams for improving instruction has not yet been rigorously evaluated. The current study assesses teachers' self-reported frequency of use of good instructional practices in assessment and delivery of instruction to evaluate the effect of instructional consultation services on instruction in a sample of 977 teachers. Because teachers are nested within schools, multilevel analysis was conducted to control for nonequivalence and to correctly model the error structure of the data. Elementary school teachers in 11 schools that have implemented IC Teams for two or three years were compared with teachers in 17 non-equivalent schools that have never implemented IC Teams and teachers from 17 schools with one year of implementation. Results of multilevel analyses indicate that there are no significant differences in instructional practices between schools with or without IC Teams, but that teacher characteristics, such as years of experience and grade level of instruction, do explain some of the variance in teacher practices. Implications and limitations of the study are addressed.en_US
dc.format.extent498940 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/7701
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pqcontrolledEducation, Teacher Trainingen_US
dc.subject.pqcontrolledPsychology, Industrialen_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledSpecial Educationen_US
dc.subject.pquncontrolledInstructional Consultationen_US
dc.subject.pquncontrolledInstructional Consultation Teamsen_US
dc.subject.pquncontrolledSchool Psychologyen_US
dc.subject.pquncontrolledConsultationen_US
dc.titleThe Effect of Instructional Consultation Teams on Teachers' Reported Instructional Practicesen_US
dc.typeDissertationen_US

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