Teacher's Changing Perspective on Student Concerns during Instructional Consultation

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dc.contributor.advisorRosenfield, Sylviaen_US
dc.contributor.authorHillegass, Megan Elizabethen_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.accessioned2006-02-04T07:47:39Z
dc.date.available2006-02-04T07:47:39Z
dc.date.issued2005-12-07en_US
dc.description.abstractThe purpose of this study is to investigate the relationship and degree of specificity between teachers' reported concerns at three points in the Problem Identification process of Instructional Consultation. Although previous research has documented the types of teacher referral concerns commonly seen in special education and other consultation models, the research regarding this issue in Instructional Consultation Teams is limited. This research is drawn from a sample of 67 case manager/teacher dyads during the 2001-2002 school year. Descriptive statistics on the types of referral concerns at all three points are provided. The relationships between referral concerns and demographic characteristics of the student (gender, grade level, and ethnicity) are discussed. Finally, patterns in the specificity of concern descriptions are analyzed. Implications for future research and training in Instructional Consultation are considered.en_US
dc.format.extent843238 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/3233
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Generalen_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pquncontrolledInstructional Consultationen_US
dc.subject.pquncontrolledReferral concernsen_US
dc.titleTeacher's Changing Perspective on Student Concerns during Instructional Consultationen_US
dc.typeThesisen_US

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