Teacher Utilization of Instructional Consultation Teams

Autor/inn/en	Berger, Jill; Yiu, Ho Lam; Nelson, Deborah; Vaganek, Megan; Rosenfield, Sylvia; Gravois, Todd; Gottfredson, Gary; Vu, Phuong; Shanahan, Kate; Hong, Vanessa
Titel	Teacher Utilization of Instructional Consultation Teams
Quelle	In: Journal of Educational & Psychological Consultation, 24 (2014) 3, S.211-238 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2014.917931
Schlagwörter	Consultation Programs; Consultants; Use Studies; Teamwork; Teaching Skills; Mainstreaming; Program Implementation; Intervention; Adoption (Ideas); Change Agents; Facilitators (Individuals); Referral; Leadership Role; Principals; Participant Characteristics; Incidence; Teaching Methods; Instructional Systems; Correlation; Institutional Characteristics; Predictor Variables; Performance Factors; Teacher Collaboration; Instructional Innovation; Educational Practices; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Fachberatung; Consultant; Berater; Benutzerschulung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ideas; Ideenfindung; Principal; Schulleiter; Vorkommen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsorganisation; Korrelation; Prädiktor; Leistungsindikator; Lehrerkooperation; Educational Innovation; Bildungsinnovation; Bildungspraxis
Abstract	Data regarding intervention utilization among the target population are critical to interpret evidence from efficacy trials for school-based interventions. When use of the intervention is voluntary, intervention diffusion becomes a particularly critical variable. We examined the use of Instructional Consultation Teams (IC Teams), a voluntary teacher support program designed to enhance teacher skills for working with students in the general education classroom. Teachers' use of IC Teams was measured in 17 schools implementing the program over 4 years. The percentage of teachers who used the team increased over time, but utilization rates differed substantially among schools. Further, attrition of teachers in the project schools was high; over 48% of teachers had left the schools at the end of the 4-year study. We examined the roles of the principal and IC Teams facilitator in program utilization. Descriptive data and case illustrations suggested that schools with high utilization among teachers had effective, stable facilitators who worked in collaboration with their principals. Implications for studying utilization of educational innovations by school staff are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10