The dilemma of pragmatics: Why schools don't use quality team consultation practices

被引：26

作者：

Doll, Beth ^{[1
]}

Haack, Kelly ^{[1
]}

Kosse, Stacy ^{[1
]}

Osterloh, Mary ^{[1
]}

Siemers, Erin ^{[1
]}

Pray, Bruce ^{[1
]}

机构：

[1] Univ Nebraska, Dept Educ Psychol, Lincoln, NE 68588 USA

来源：

JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION | 2005年 / 16卷 / 03期

关键词：

D O I：

10.1207/s1532768xjepc1603_1

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Research supports that school districts' prereferral consultation teams adhere less closely to quality consultation procedures and are less effective than those conducted through university research, projects (e.g., Bahr, Whitten, Dieker, Kocarek, & Manson, 1999). This study investigated whether this finding might be due to incompatibilities between school settings and recommended team consultation practices. First, self-assessment surveys and case evaluation activities verified that teams in this school district-led project were not fully implementing research-recommended team consultation procedures. Then, focus group discussions verified through follow-up ratings were used to describe why the research-recommended procedures were not followed. Results suggest that school teams consider the recommended team consultation procedures to be unfamiliar, discrepant from existing staff roles, unnecessarily complex, and often inefficient. In too many cases, administrative support for team activities is inconsistent and the teams lack sufficient intervention resources to have an impact on student success. Team recommendations for improving the consultation procedures are discussed.

引用

页码：127 / 155

页数：29

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