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ERIC Number: EJ832951
Record Type: Journal
Publication Date: 2009-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0033-3085
Teacher Expectations on the Directiveness Continuum in Consultation
Tysinger, P. Dawn; Tysinger, Jeffrey A.; Diamanduros, Terry
Psychology in the Schools, v46 n4 p319-332 Apr 2009
The study investigated the consultation approaches of collaborative-directive and collaborative-nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative-directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A