Effect of Instructional Consultation on Academic Achievement in Third Through Fifth Grade

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dc.contributor.advisorStrein, Williamen_US
dc.contributor.authorMaslak, Kristi Samanthaen_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.accessioned2011-07-07T05:39:24Z
dc.date.available2011-07-07T05:39:24Z
dc.date.issued2011en_US
dc.description.abstractThe present study evaluated the effect of Instructional Consultation (Rosenfield, 1995) on the academic achievement of third through fifth grade students. Students whom teachers did (n = 201) and did not (n = 8119) select as the focus of consultation were balanced on their estimated propensity to be selected using logistic regression of observed covariates. Multilevel modeling compared students in the two treatment conditions on teacher assigned grades and standardized measures of reading and math, net of prior achievement. A small, but statistically significant negative effect of the program (d = -.13) was found for standardized measures of math. No significant differences were found on the other outcome measures. Limitations include model misspecification, missing data, and treatment diffusion.en_US
dc.identifier.urihttp://hdl.handle.net/1903/11668
dc.subject.pqcontrolledEducational Psychologyen_US
dc.subject.pqcontrolledElementary Educationen_US
dc.subject.pqcontrolledEducational evaluationen_US
dc.subject.pquncontrolledInstructional Consultationen_US
dc.subject.pquncontrolledMath Achievementen_US
dc.subject.pquncontrolledMultilevel Modelingen_US
dc.subject.pquncontrolledPropensity Scoreen_US
dc.subject.pquncontrolledReading Achievementen_US
dc.titleEffect of Instructional Consultation on Academic Achievement in Third Through Fifth Gradeen_US
dc.typeThesisen_US

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