NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149998
Record Type: Journal
Publication Date: 2017-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2159-2020
Using Consultee-Centered Consultation with Teachers in a Contemporary School Setting to Inform Culturally Responsive Practice
Castro-Villarreal, Felicia; Rodriguez, Billie Jo
Contemporary School Psychology, v21 n3 p240-254 Sep 2017
The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers' experiences with and perceptions of consultation with graduate school psychology student consultants and utilized a hybrid model methodology that combined qualitative interviews and single-case research within a single investigation allowing insight into the complexity of schools (Kratochwill and Stoiber, "School Psychology Review," 29(4): 591-603, 2000). This research examined the cultural and contextual factors that bear on consultation processes, intervention implementation, and student academic and behavioral outcomes in a contemporary school setting. A second aim was to study the effectiveness of and reported satisfaction with consultee-centered consultation (CCC). Teacher voices suggest a need for an expanded solution-focused consultation model with enhanced focus on teacher perceived need and relationships. AB case data provide preliminary support for CCC approaches as culturally responsive in a contemporary school setting.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A