Relevant bibliographies by topics / Teacher consultancy

Academic literature on the topic 'Teacher consultancy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teacher consultancy"

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Allen, Sandy. "Case Studies in Music Consultancy." British Journal of Music Education 6, no. 2 (July 1989): 139–54. http://dx.doi.org/10.1017/s0265051700007014.

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This article gives an historical survey of the growth of music consultancy in primary education and follows on from the same author's Music Consultancy in Primary Education published in Vol. 5 No. 3 of BJME. It is postulated that the move towards the teaching of music by the generalist class teacher, supported by the consultant, has evolved gradually as a result of ideological factors, falling rolls and cuts in expenditure. The case studies represent contrasting accounts of music consultancy in operation in two primary schools. The more balanced music education was provided by the class teacher at School A, where the staff and head teacher appeared to be more committed to and more capable of including music in the curriculum.
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Miller, Inés K. "Researching teacher-consultancy via Exploratory Practice." Language Teaching Research 7, no. 2 (April 2003): 201–19. http://dx.doi.org/10.1191/1362168803lr122oa.

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Fanchamps, J., B. Heys, and N. Moreland. "An investigation of consultancy skills in negotiating school-based INSET in vocational teacher education in the Netherlands." Vocational Aspect of Education 40, no. 106 (August 1988): 75–82. http://dx.doi.org/10.1080/10408347308003101.

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Zyngier, Sonia, Gabriela Marques-Schäfer, Danielle de Almeida Menezes, and Alessandra Mitie Spallanzani. "A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later." Revista Brasileira de Linguística Aplicada 20, no. 2 (June 2020): 251–77. http://dx.doi.org/10.1590/1984-6398201914851.

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ABSTRACT Today, engaging in university extension programs is mandatory for undergraduate students in Humanities. However, before 2015, efforts in this area were rather scant and tended to concentrate on services and consultancy. Few were the projects, like CLAC (Language Courses for the Community), that aimed at preparing teachers for the realities of the classroom by means of a hands-on experience. To examine the influence this pioneer project may have on the academic, professional, and personal life of the participants, this paper reports a longitudinal study with 60 participants. Their answers to an online questionnaire indicate that the project reached its objectives in terms of promoting critical thinking and autonomy, and preparing well-qualified professionals. This assessment shows that this pioneering project is a model that should be replicated.
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Maulidiyah, Khusnul Khotimah, and Al Manaf. "Konsep Pengembangan Kurikulum Pendidikan Agama Islam di MTS VIP Queen Al Khadijah Cilacap." Attractive : Innovative Education Journal 3, no. 1 (March 10, 2021): 65. http://dx.doi.org/10.51278/aj.v3i1.185.

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Education in Indonesia is always experiencing development and renewal on the basis of adjusting to the needs of society and the dynamics of the times. As with the PAI curriculum, it also continues to make updates because PAI is a subsystem of the national curriculum. Therefore, PAI learning needs to be considered maximally and can also be actualized in the lives of students. This study uses a descriptive qualitative approach which aims to reveal an understanding of curriculum development at MTs Queen Al Khadijah Cilacap. As for the results of his research, the curriculum development process that occurred at MTs VIP Queen Al Khadijah was a process of a series of curriculum updates carried out in an integrated-interconnection manner, by making Islamic teachings and values a guide and a source of consultancy for the development of various subjects so that they could integrate the curriculum 2013 and Pesantren and can be balanced between general science and religious knowledge. One of its implementations is the teacher collaboration learning model, meaning that general subject teachers can collaborate with Islamic religious education teachers (PAI) to compile concrete and detailed learning designs according to the theme of the learning material. Keywords: Curriculum Development, Curriculum Islamic Education, Islamic Education
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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY." Journal of Enterprising Culture 03, no. 04 (December 1995): 483–96. http://dx.doi.org/10.1142/s0218495895000258.

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The ability to change is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally associated with the West, we believe that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Prospective Asian consultants must be able to marry Western and Eastern business cultures and practices. The critical factors for success as Asian international consultants will be examined.
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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ERRATA: "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY"." Journal of Enterprising Culture 04, no. 01 (March 1996): 95–108. http://dx.doi.org/10.1142/s0218495896000253.

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The ability to changes is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally accociated with the West, we belive that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Propective Asian consultants must be able to marry Westerm and Eastern business cultures and practices. The critical factors for success asd Asian international consultants will be examined.
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Wehbe, Nada. "Exploring the Differences Between Educational Consultant’s and Teachers’ Perceptions on Teachers’ Needs of Professional Development." Journal of Education and Learning 8, no. 4 (July 4, 2019): 64. http://dx.doi.org/10.5539/jel.v8n4p64.

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The study aims to investigate whether there is a discrepancy between educational consultants and teachers’ perceptions on teachers’ needs of professional development. The study also intends to answer the following research question: Is there a discrepancy between the perceptions of educational consultants and teachers of teachers’ needs in professional development? Moreover, two sub research questions were addressed: How do teachers perceive their needs for PD? How do educational consultants prepare for PD sessions/programs? The participants of the study are twenty pre/lower elementary school teachers and one educational consultant in Beirut. The methodology used to conduct the study was mixed-methods: a qualitative analysis was conducted for the consultant’s interview questions and a quantitative analysis for the teachers’ questionnaire. Results showed slight differences between the perceptions of teachers on PD and that of the consultant.
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Vilkelienė, Aldona. "Arts Education of Pupils with Special Educational Needs: Objectives and Principles." Pedagogika 118, no. 2 (June 10, 2015): 239–53. http://dx.doi.org/10.15823/p.2015.017.

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Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.
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Nezhyva, Olga. "SMART-EDUCATION IN TODAY'S EDUCATIONAL SPACE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 37–40. http://dx.doi.org/10.36550/2415-7988-2021-1-194-37-40.

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The article considers Smart-education and its basic principles. The author presents that Smart-education is a learning process which uses technological innovations and Internet resources. After all, it gives students the opportunity to acquire professional competencies based on a systematic multidimensional vision and study of disciplines, taking into account their multifaceted nature and continuous updating of content. The article shows the concept of Smart-education, which reflects the creation of an intellectual environment, continuous development of competencies of participants in the educational process, including formal and informal learning activities based on the latest technologies. Thus, the introduction of Smart-technologies in education will lead to the transition from the old system of reproductive knowledge to a new, creative form of learning using innovative methods, and will provide the necessary knowledge and skills that will not be necessary for students in the future. In the article, the author notes that education, which is based on three educational activities, ie arithmetic, reading, writing, moves to education that improves such seven skills as: creativity and innovation; communication; intercultural understanding; cooperation and leadership; ICT literacy; career and life skills, critical thinking and problem solving. These are the seven skills that Smart-education in the 21st century will incorporate. At the same time Smart-education implies that the teacher must use technological innovations and Internet resources. Thus, smart education provides new opportunities for teachers, namely to share experiences and ideas, do more research, save time, and so on. As a result, in Smart-education the teacher is the person who is represented on the Internet through: distance learning, presentation of courses; conducting video lectures; consultancy; checking tasks; conducting face-to-face and correspondence seminars and web conferences. Smart education also has certain tasks, namely the development and implementation of electronic textbooks; strengthening education in the field of ethics of using ICT to solve ICT-related social problems; creating a basis for educational services; etc.
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Dissertations / Theses on the topic "Teacher consultancy"

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De, Miller Inés Kayon. "Researching teacher consultancy via exploratory practice : a reflexive and socio interactional approach." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250538.

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Knight, Paula Jean. "Teachers as leaders : a descriptive study of the peer assistance and review consultant teacher leaders /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204966912.

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Pipher, Lauren E. "Consultation approach and teacher expectations: Implications for consultant effectiveness." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374146283.

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Manley, Lucy B. "Embedding the Consultant: A NNES Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407853148.

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Kenreich, Todd W. "Teacher consultants in the Ohio geographic alliance : their beliefs, classroom practices, and professional development activities /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171195451.

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Bell, Katrina. "TEACHER, TUTOR, SCHOLAR, ADMINISTRATOR: PREPARATION FOR AND PERCEPTIONS OF GRADUATE WRITING CENTER WORK." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1620.

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This research uses a mixed methods approach to explore the both the preparation for and perceptions of graduate consultant writing center work. A review of literature shows a gap in both the knowledge surrounding graduate writing consultant education and the long-term outcomes or transfer of writing center training and work to post-graduate careers. The survey instruments in this study draw from two established studies, the Peer Writing Tutor Alumni Research Project and the National Census of Writing, while a request for curricular artifacts draws on case study research conducted by Jackson et al. Findings indicate that graduate consultants are being prepared for their work in writing centers, but that directors are not intentionally including discussions of how that work may transfer into academic careers, particularly those in writing center leadership. Despite this, current and alumni graduate consults report both immediate and long-term transfer of writing center experiences, skills, and knowledge into their occupations. The transfer of learning is perceived as being most profound for those who have remained in the academy as either professors or administrators. This research has implications for graduate students, directors, and institutions, and I conclude with an analysis of how directors can be more intentional in their work with graduate consultants in order to better prepare a new generation of writing center administrators who are aware of the academic, political, and scholarly opportunities that are possible through writing center careers.
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Szostak, Jo Anne. "Identifying consultant practices which may positively influence teachers' integration of technology in the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54751.pdf.

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Coulman, Laura. "Knowledge, attitudes, and experiences of resource teachers and resource consultants in inclusive child care centres in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ40405.pdf.

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Sheveland, Ronald L. "The design and assessment of a three-month procedure for training lay "ministry consultants" to guide adult members of Faith Baptist Church through a course that teaches a process for identifying spheres of ministry that employ their spiritual resources." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Seaton, Leonie. "Becoming a gender equity consultant : a self-study of learning and struggle." 2006. http://hdl.handle.net/2100/635.

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University of Technology, Sydney. Faculty of Education.
This thesis is an exploration of my practice as a teacher consultant in the area of gender equity. Focusing on my consultancy practice with teachers in primary school settings, the study explores my development as a teacher consultant. The study is a self-study in teacher education practices and considers the following questions: • How do I experience and understand my practice as a gender equity consultant? • How can I improve my practice as a consultant? • How does self-study contribute to professional learning about consultancy? My learning about consultancy is explored using narrative inquiry methods including field notes, journal entries, in-depth and focus group interviews with participating teachers, and reflections on critical friend interactions. These methods were used to develop stories of teacher professional learning and consultancy that informed my understandings about my work with teachers, and subsequent changes to practice. I argue that the process of becoming a teacher consultant is one of continual construction and reconstruction as one reflects on and reframes experience, based on interactions with teachers, colleagues and the professional literature. This process of reconstruction enables one to come more clearly to know the self in practice, and therefore, better understand the needs of others in teacher professional learning contexts. Finally I argue that self-study of teacher education practices offers teacher consultants the means to investigate their practice in ways which result in transformative learning about their support of professional learning for teachers in school settings. This study has implications for self-study of teacher education practices as it expands this methodology to include its usefulness for understanding the practice of teacher consultants supporting the professional learning of experienced teachers in schools.
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Books on the topic "Teacher consultancy"

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Harshbarger, Lisa. A consultancy approach toward more effective EFL in-service teacher training. Alexandria, VA: Teachers of English to Speakers of Other Languages, 1997.

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Neumann, Klaus D. "Primary teacher training" in Malawi: Report on a consultancy, October-November 1993. Domasi, Malawi: Deutsche Gesellschaft für Technische Zusammenarbeit, 1994.

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Ken, Jones. The consultant teacher: Special educational needs. Stratford-upon-Avon: National Council for Special Education, 1987.

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Jones, Ken. The consultant teacher: Special educational needs. Stratford-upon-Avon: National Council for Special Education, 1987.

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Proud to be a teacher. Oregon City, Or: Reading, 1988.

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Braverman, Libbie L. Libbie: Teacher, counselor, lecturer, author, education director, consultant, and what happens along the way. New York: Bloch Pub. Co., 1986.

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Rider, R. H. From remedial reading to special needs consultant: The changing role of the remedial teacher. London: Goldsmiths' College, University of London, 1989.

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How to run seminars and workshops: Presentation skills for consultants, trainers, and teachers. New York: John Wiley & Sons, 1993.

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How to run seminars and workshops: Presentation skills for consultants, trainers, and teachers. 2nd ed. New York: Wiley, 2001.

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How to run seminars and workshops: Presentations skills for consultants, trainers, and teachers. 3rd ed. Hoboken, N.J: J. Wiley, 2005.

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Book chapters on the topic "Teacher consultancy"

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Nieminen, Levi R. G., Robert Hooijberg, and Lindsey Kotrba. "Daniel R. Denison: Corporate Culture Teacher, Scholar, and Consultant." In The Palgrave Handbook of Organizational Change Thinkers, 421–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52878-6_74.

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Nieminen, Levi R. G., Robert Hooijberg, and Lindsey Kotrba. "Daniel R. Denison: Corporate Culture Teacher, Scholar, and Consultant." In The Palgrave Handbook of Organizational Change Thinkers, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49820-1_74-1.

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Nieminen, Levi R. G., Robert Hooijberg, and Lindsey Kotrba. "Denison, Daniel R.: Corporate Culture Teacher, Scholar, and Consultant." In The Palgrave Handbook of Organizational Change Thinkers, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-49820-1_74-2.

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Nieminen, Levi R. G., Robert Hooijberg, and Lindsey Kotrba. "Denison, Daniel R.: Corporate Culture Teacher, Scholar, and Consultant." In The Palgrave Handbook of Organizational Change Thinkers, 527–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38324-4_74.

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Bradbury, Ondine Jayne. "Back to the Future: A Journey of Becoming a Professional Practice Consultant." In Re-imagining Professional Experience in Initial Teacher Education, 183–98. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0815-4_11.

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Zawacki, Robert A., Asa M. Davis, and Henriette Tonet Fleig. "Warrick, D.D.: Teacher, Scholar, and Consultant Committed to Building Healthy, High-Performance Organizations." In The Palgrave Handbook of Organizational Change Thinkers, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-49820-1_129-1.

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Zawacki, Robert A., Asa M. Davis, and Henriette Tonet Fleig. "Warrick, D.D.: Teacher, Scholar, and Consultant Committed to Building Healthy, High-Performance Organizations." In The Palgrave Handbook of Organizational Change Thinkers, 1861–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38324-4_129.

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Woods, Jean H., and Irene G. Casper. "Using Graduate Students as Consultants to Teach Action Research to Residence Hall Staff." In Recent Research in Psychology, 158–65. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4615-8030-0_19.

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Almeida, Traci, and Maureen P. Hall. "An Untapped Resource." In Advances in Educational Marketing, Administration, and Leadership, 206–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch008.

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This chapter showcases a teacher preparation program (TPP) targeting early career, in-service teachers who are most vulnerable to early attrition and was created to support district efforts to retain and develop an effective workforce. The chapter focuses and puts a spotlight on the role of the instructional consultant, which is the most innovative aspect of this district-based teacher preparation program. These instructional consultants are embedded in the design and delivery of program coursework. This instructional consultant role was innovated to provide a conduit for teacher leadership in this ongoing partnership. This chapter recounts how this partnership began, how instructional consultants have become a conduit for leveraging and growing teacher leadership for all stakeholders involved in this school-university partnership, and the ongoing impact of this program in terms of teacher retention and improving instructional effectiveness.
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"Arkansas History Teacher Consultants." In An Arkansas History for Young People, vii—xi. University of Arkansas Press, 2008. http://dx.doi.org/10.2307/j.ctvw04m79.3.

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Conference papers on the topic "Teacher consultancy"

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Bykat, Alex. "Designing an intelligent operating system consultant and teacher (abstract)." In the 1986 ACM fourteenth annual conference. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/324634.325353.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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