Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools

Autor/inn/en	Farmer, Thomas W.; Hamm, Jill V.; Lee, David L.; Sterrett, Brittany I.; Rizzo, Karen; Hoffman, Abigail S.
Titel	Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Quelle	(2018), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/8756870518781307
Schlagwörter	Consultation Programs; Professionalism; Evidence Based Practice; Rural Schools; Educational Research; Partnerships in Education; Intervention; Faculty Development; Disabilities; Special Education; Special Education Teachers; Preservice Teachers; Program Implementation; Research and Development; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Fachberatung; Professionalität; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Forschung und Entwicklung; Theorie-Praxis-Beziehung
Abstract	Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Further, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders' insights to align strategies to the unique features and needs of rural schools, teachers, and students. This manuscript considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches. [This paper was published in "Rural Special Education Quarterly" v37 n3 2018 (EJ1186082).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01