2003
DOI: 10.1080/10474412.2003.9669491
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The Process of Fostering Consultee Development During Instructional Consultation

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Cited by 21 publications
(19 citation statements)
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“…For instance, Benn, Jones, and Rosenfield () found quantitative and qualitative differences between the communication skills of novice and competent instructional consultants during PID/PA, with competent consultants using more clarifying questions and higher quality verbalizations (i.e., language rated by the researchers as more collaborative, instructionally/ecologically focused, and accurate in describing problem solving stages). Research also indicates that problem conceptualizations are influenced by communicative interactions in IC and related models (e.g., Knotek, ; Knotek, Rosenfield, Gravois, & Babinski, ). That is, how problems are described and discussed during PID/PA affects how they are eventually defined and approached.…”
Section: Language Analysis In Consultationmentioning
confidence: 99%
“…For instance, Benn, Jones, and Rosenfield () found quantitative and qualitative differences between the communication skills of novice and competent instructional consultants during PID/PA, with competent consultants using more clarifying questions and higher quality verbalizations (i.e., language rated by the researchers as more collaborative, instructionally/ecologically focused, and accurate in describing problem solving stages). Research also indicates that problem conceptualizations are influenced by communicative interactions in IC and related models (e.g., Knotek, ; Knotek, Rosenfield, Gravois, & Babinski, ). That is, how problems are described and discussed during PID/PA affects how they are eventually defined and approached.…”
Section: Language Analysis In Consultationmentioning
confidence: 99%
“…The instructional consultation model was developed from social development theory (Vygotsky, 1962(Vygotsky, , 1978. Social development theory considers the context when examining student behavior or learning, as well as the development of the student within that context (Knotek, Rosenfield, Gravois, & Babinski, 2003). Within the instructional consutlation model, the student is viewed as the unit of analysis and problem-solving revolves the environment and instruction surrounding the student (Rosenfield, Gravois, & Silva, 2014).…”
Section: Instructional Consultationmentioning
confidence: 99%
“…Throughout the consultation, time is needed if consultee learning is to be a consultation priority (e.g., Babinski & Rogers, 1998;Knotek, Rosenfield, Gravois, & Babinski, 2003;Massé, Couture, Levesque, & Bégin, 2013;. These derivatives of time -developing relationships and multi-directional learning -are recognized hallmarks of CCC (Lambert, 2004;Meyers, 1973).…”
Section: Theme 1: System-level Factors Matter For How Consultation Prmentioning
confidence: 99%
“…Consultants, whether internal or external to the system, may be perceived as outsiders rather than collaborative partners. This was coded in the present study as the "expert problem" because consultants in a number of studies felt that being perceived as experts limited their capacity to prioritize indirect services and was potentially detrimental to collaboration (e.g., Al Otaiba et al, 2008l;Babinski & Rogers, 1998;Hasselbusch & Penman, 2008;Henning-Stout & Bonner, 1996;Knotek et al, 2003).…”
Section: Theme 1: System-level Factors Matter For How Consultation Prmentioning
confidence: 99%