ERIC Number: EJ1179206
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Teachers' Use of Psycho-Educational Reports in Mainstream Classrooms
Lindelauf, Joanne; Reupert, Andrea; Jacobs, Kate E.
Journal of Psychologists and Counsellors in Schools, v28 n1 p10-17 Jun 2018
This study investigated how teachers who support children with learning difficulties utilise psychologists' reports in their teaching practice. Previous research has examined teachers' preferences for how reports should be written, rather than how they might be used. Semi-structured, qualitative interviews with 12 teachers (seven primary, four high school and one preschool teacher) were undertaken and followed up with member checks and interrater reliability. Findings suggested that while the teachers valued the recommendations section of the report, they were also interested in other sections, particularly information about the student's background. Simultaneously, teachers used information from reports selectively in relation to their own professional knowledge and in collaboration with other stakeholders. Implications for practice and further research are discussed.
Descriptors: Learning Disabilities, Psychoeducational Methods, Information Utilization, Educational Practices, Psychologists, Reports, Semi Structured Interviews, Elementary School Teachers, Secondary School Teachers, Preschool Teachers, Interrater Reliability, Student Characteristics, Background, Qualitative Research
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: email@example.com; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A