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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Avcı, Dilek Erduran, and Huriye Deniş Çeliker. "Waste Management in Ancient Times and Today from the Perspective of Teachers: Reflections to Diaries." European Journal of Economics and Business Studies 1, no. 1 (April 30, 2015): 8. http://dx.doi.org/10.26417/ejes.v1i1.p8-13.
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Wastes, which are results of human activities, have reached to amounts that threaten the lives of current and future human generations. The only way to create a waste-aware and recycling-aware society is through the education of our children. At this point, science teachers have a key role in formation of recycling generation. With this fact in mind, Project "Look forward, recycle: Recycler teacher" was conducted to make teachers witness the effects of two lifestyles, with and without wastes, to increase their knowledge on the issue, and to develop positive behavior about recycling. This project was conducted with the support of Scientific and Technological Research Council of Turkey and Mehmet Akif Ersoy University in Burdur during August, 2014. Twenty teachers from different provinces of Turkey participated in the project activities. Nature trainings included 23 activities and they were conducted by academic consultancy. In this process, participant teachers wrote diaries about the assigned subjects after completing their daily activities. Diary topics were determined in such a way that the participants could convey their feelings and opinions about the daily activity content. This study covers the results of five activity events and written diaries about them since the activity topics and contents were comprehensive. The names of these five events are as follows: (1) Let us trace the wastes, (2) Where to our wastes travel?, (3) Irregular and regular storage, (4) A journey in history: Introduction to the ancient city of Kibyra, and (5) Waste and waste management in ancient times. Teachers wrote diaries about the subject "Can you compare waste and waste management between ancient times and today?” after completing five events. The analysis of the diaries indicated that almost all teachers displayed an increased awareness and knowledge about waste and recycling increased by means of activities performed in modern technological facilities (purifying, waste collection facilities, wild-landfill storage areas) and historical remains. However, many teachers stated that still standing sewerage system made up of soil and stone of Kibyra ancient city and solid waste landfill site called as Bothros interested them much more rather than the modern technological system. Obviously teachers found waste management of ancient times much nature-friendly in comparison to the modern era.`
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Allen, Sandy. "Music Consultancy in Primary Education." British Journal of Music Education 5, no. 3 (November 1988): 217–40. http://dx.doi.org/10.1017/s0265051700006641.
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This article gives an account of a study in which the practice of music consultancy in primary education was examined. Its aims were to discover to what extent the claims made for music consultancy can be substantiated by empirical evidence, and to identify the factors which contribute to its success. The trends indicated that schools having a music consultant tend to achieve a slightly more favourable standard of music education, in terms of frequency of activities undertaken, than schools with no postholder for music. Little evidence was found, however, of the qualitative benefits thought to be conferred by the classteacher, supported by the consultant, being responsible for music teaching. Several interrelated factors were identified as having possible influence on the efficacy of music consultancy in promoting a satisfactory standard of music teaching among class teachers.
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Chrusciel, Don. "Consultant as teacher or teacher as consultant: what is the relationship?" Leadership & Organization Development Journal 25, no. 8 (December 2004): 663–77. http://dx.doi.org/10.1108/01437730410564997.
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McGill, Nancy Buechin, and Liz Robinson. "Regular Education Teacher Consultant." TEACHING Exceptional Children 21, no. 2 (January 1989): 71–73. http://dx.doi.org/10.1177/004005998902100213.
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Atiq, Ferdows, Johan Boender, Marjon H. Cnossen, Johanna G. van der Bom, Karin Fijnvandraat, Joke de Meris, Moniek P. M. de Maat, et al. "Semiautomatic VWF Multimer Densitometric Analysis: Validation of the Clinical Accuracy and Clinical Implications in Von Willebrand Disease." Blood 136, Supplement 1 (November 5, 2020): 15–16. http://dx.doi.org/10.1182/blood-2020-142287.
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Introduction Von Willebrand factor (VWF) multimer analysis is an essential tool in the diagnosis and classification of von Willebrand disease (VWD). Current visual VWF multimer analysis is observer dependent, time consuming and is inaccurate in detecting subtle changes in multimer patterns. Therefore, recent studies have investigated VWF multimer quantification using semiautomatic densitometric analysis. The accuracy of VWF multimer densitometric analysis in clinical practice needs further investigation before it can be widely used. The aim of the study was to validate the accuracy of VWF multimer densitometric analysis in clinical practice. Additionally, we aimed to identify patient characteristics associated with VWF multimer densitometry outcomes in type 1 and type 2 VWD patients, and we investigated whether subtle differences in VWF multimer pattern are associated with the bleeding phenotype of VWD patients. Methods We included patients from the nationwide Willebrand in the Netherlands (WiN) study. The inclusion criteria of the WiN study were a personal hemorrhagic diathesis or family history of VWD, and historically lowest VWF antigen (VWF:Ag), VWF activity (measured with the monoclonal antibody assay: VWF:Ab) or VWF collagen binding (VWF:CB) ≤0.30 IU/mL or FVIII activity (FVIII:C) ≤0.40 IU/mL in case of type 2N VWD. At inclusion in the WiN study, blood was drawn and patients filled in an extensive questionnaire containing a self-administered Tosetto bleeding score (BS). For multimer analysis, citrated blood samples were separated on 0.9% agarose gel and visualized by Western blotting. We used IMAGEJ for densitometric analysis. The five smallest bands on densitometric images were defined as small multimers, next five bands were defined as medium multimers and the remaining bands were defined as large multimers. Medium-large VWF multimer index was calculated by dividing the patient's multimer ratio (intensity of the medium and large multimers divided by the total intensity of all multimers) by the multimer ratio of a normal control in the same western blot. If no multimers could be detected, the multimer index was set as 0. Results We included 561 VWD patients: 328 type 1, 211 type 2 and 21 type 3 patients. The median age was 44 [IQR 29-58] and 351 patients (62.7%) were female (Table 1). Figure 1 illustrates typical densitometric outcomes of a type 1 VWD patient with normal VWF multimers (A) and a type 2A patient with reduced high-molecular-weight (HMW) VWF multimers (B). Medium-large VWF multimer index was 1.06 [0.99-1.12] in type 1 and 0.53 [0.29-0.89] in type 2 and 0.00 [0.00-0.00] in type 3 VWD. Medium-large VWF multimer index was in patients visually classified as normal, reduced and absent HMW VWF multimers, respectively 1.07 [1.02-1.12], 0.84 [0.71-0.91] and 0.31 [0.20-0.44] (p<0.001, Figure 2A). With visual examination as gold standard, medium-large VWF multimer index had a very good accuracy in distinguishing normal VWF multimers from reduced HMW VWF multimers (AUC: 0.96 (0.94-0.98) p<0.001, Figure 2B). It could also accurately distinguish reduced HMW VWF multimers from absence of HMW multimers, with an AUC of 0.95 (0.92-0.97, p<0.001), and type 2A and 2B from type 2M and 2N (AUC: 0.96 (0.94-0.99), p<0.001, Figure 2C and 2D). From VWF activity measurements, medium-large VWF multimer index was strongest correlated with VWF:CB (ρ=0.79, p<0.001). From the ratio of the various functional VWF measurements (divided by VWF:Ag), the strongest correlation was again found for VWF:CB/VWF:Ag ratio (ρ=0.80, p<0.001). In type 1 VWD, an increased clearance of VWF (defined as VWFpropeptide/VWF:Ag ratio ≥2.2) was independently associated with lower medium-large VWF multimer index (β=-0.10 (-0.14; -0.07), p<0.001). Also, type 1 VWD patients with a VWF gene variant had relatively lower medium-large VWF multimer index compared to type 1 patients without a VWF variant, respectively 1.03 [0.95-1.10] vs 1.08 [1.04-1.12] (p<0.001). In the total population, higher medium-large VWF multimer index was associated with a lower bleeding score: β=-4.6 (-7.2; -2.0), p=0.001, adjusted for age, sex, blood group and type of VWD. Conclusion Semiautomatic densitometric analysis of VWF multimers has an excellent accuracy in clinical practice, and may have an additional value in providing a better understanding of the clinical features such as the bleeding phenotype of VWD patients. Disclosures Atiq: CSL Behring: Research Funding; SOBI: Other: travel grant. Boender:SOBI: Current Employment; CSL Behring: Research Funding. Cnossen:Bayer: Research Funding; Novo Nordisk: Research Funding; Nordic Pharma: Research Funding; Sobi: Research Funding; Takeda: Research Funding; CSL behring: Research Funding; Pfizer: Research Funding; Shire: Research Funding; Baxter: Research Funding. van der Bom:Bayer: Speakers Bureau. Fijnvandraat:SOBI: Research Funding; NovoNordisk: Consultancy; Grifols: Consultancy; Takeda: Consultancy; Roche: Consultancy; CSL Behring: Research Funding; NovoNordisk: Research Funding. Van Galen:Bayer: Research Funding; Takeda: Speakers Bureau; CSL Behring: Research Funding. Laros-Van Gorkom:Baxter: Other: Educational grant; CSL Behring: Other: Educational grant. Meijer:Bayer: Research Funding; Sanquin: Research Funding; Pfizer: Research Funding; Bayer: Speakers Bureau; Sanquin: Speakers Bureau; Boehringer Ingelheim: Speakers Bureau; BMS: Speakers Bureau; Aspen: Speakers Bureau; Uniqure: Consultancy. Eikenboom:CSL Behring: Research Funding; Roche: Other: Teacher on educational activities. Leebeek:Roche: Other: DSMB member for a study; SOBI: Other: Travel grant; Novo Nordisk: Consultancy; Shire/Takeda: Consultancy; Uniqure: Consultancy; Shire/Takeda: Research Funding; CSL Behring: Research Funding.
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Reynolds, Jennifer L., Wendy S. Cochrane, William M. Furey, and Tammy A. Matvichuk. "Working Together: A Process to Support Teachers in Increasing Specific Praise Statements." Intervention in School and Clinic 55, no. 3 (May 6, 2019): 162–68. http://dx.doi.org/10.1177/1053451219842260.
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Structured and frequent teacher-delivered praise is an evidence-based component of classroom management. High rates of teacher-delivered praise have positive effects on student behavior. These positive effects are observed in all students. However, teachers struggle to deliver rates of praise consistent with recommendations in the literature. This article presents a four-step training process that includes specific strategies coaches, consultants, administrators, or fellow teachers can use to assist teachers in increasing the number of specific praise statements.
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PETRONE, ROBERT, NICHOLAS RINK, and CHARLIE SPEICHER. "From Talking about to Talking with: Integrating Native Youth Voices into Teacher Education via a Repositioning Pedagogy." Harvard Educational Review 90, no. 2 (June 1, 2020): 243–68. http://dx.doi.org/10.17763/1943-5045-90.2.243.
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In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A repositioning pedagogy responds to the absence of youth voices in teacher education by centering youth and their perspectives in preservice teacher education. In laying out this framework, Petrone and Rink report the findings of a qualitative study in which Native youth attending an alternative high school on a reservation were hired to teach future English teachers about ways to build relationships and curricula to engender success for Native youth in schools. This research explains both the experiences of the youth consultants, which proved to be “transformative,” as well as the structures of a repositioning pedagogy that facilitated this outcome. The article also addresses several areas for further research and consideration to ensure reciprocity and safeguard against undue harm to youth consultants, particularly those for whom schools have historically been unsafe places.
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Banevičiūtė, Birutė. "Aspects of Dance Teacher Education: Analysis of Students’ Dance Education Research." Pedagogika 117, no. 1 (March 5, 2015): 110–17. http://dx.doi.org/10.15823/p.2015.071.
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Learning paradigm orients teacher to be a consultant, assistant, researcher ready to apply evidence based teaching. To prove research competence future dance teachers have to perform a dance education research. This study revealed pedagogical problems which interest future dance teachers: attitudes and motivation, dance in schools, dance teacher education, dance for people with special needs. Choise of research methods shift from quantitative towards qualitative.
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Kelley, P., R. Davidson, and M. J. Sanspree. "Vision and Orientation and Mobility Consultation for Children with Severe Multiple Disabilities." Journal of Visual Impairment & Blindness 87, no. 10 (December 1993): 397–401. http://dx.doi.org/10.1177/0145482x9308701004.
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Vision consultants who work with professionals and parents of children with severe multiple impairments perform a professional role that is changing and challenging. Educational planning is unique, since many children with different levels of disabilities must be served in a variety of individual settings. This article discusses the role of orientation and mobility specialists and teacher-consultants for children who have visual impairments and severe multiple disabilities. Examples of programming contributions of both types of vision consultant are given.
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Ubogu, Rowell. "The Role of Teacher Education in Improving Quality Education for a Functional Society." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 85. http://dx.doi.org/10.36941/jesr-2020-0028.
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The role of teachers’ education in improving quality education for a functional society is a paper-based upon the need to reiterate the essence of teacher education in Nigeria. The study adopted the use of two research questions, tested using mean, and two hypotheses also tested using Pearson Correlation and t-test statistics. A questionnaire designed with an internal consistency of 0.89 coefficient using Crombach Alpha was administered to lecturers and students from three (3) Colleges of Education (Namely, College of Education Warri, College of Education, Agbor, and College of Physical Education, Mosogar) all in Delta State, and a sample size of 174 was derived based on the number of questionnaires retrieved. The finding of the study revealed that Teacher education contributes to quality education in the Nigerian Society when educationist is acknowledging as a source of reference as custodians of knowledge and as a consultant to consultants. It further demonstrated that there is a statistically significant correlation between teacher education in enhancing quality education and a functional Nigerian Society. It was established that teacher education is the channel for achieving not only educational goals (quality education) but also industrialization, which implies a successful and functional society. The researcher recommends that a feedback mechanism be put in place by the government, policymakers and educational stakeholders to actualize implementation of educational policies on teacher education.
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Fitria, Happy, and Suminah Suminah. "Role of Teachers in Digital Instructional Era." Journal of Social Work and Science Education 1, no. 1 (July 27, 2020): 70–77. http://dx.doi.org/10.52690/jswse.v1i1.11.
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The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.
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Ringlaben, Ravic. "Ideas with Impact: Consultant Teacher." Journal for the Education of the Gifted 16, no. 1 (October 1992): 83–87. http://dx.doi.org/10.1177/016235329201600109.
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Chaovanapricha, Khacheenuj, and Panna Chaturongakul. "Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University." English Language Teaching 13, no. 5 (April 27, 2020): 139. http://dx.doi.org/10.5539/elt.v13n5p139.
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The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students’ attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four sources of data. The findings revealed the extensive roles taken on by both teachers involved in the ITCs. Roles for the English teacher involved being a lesson planner, teacher, learning organizer, and class activities designer. The subject teacher’s role was identified as a consultant or informant, supporter, monitor, and facilitator. The benefits were that an English teacher gained confidence, reduced worry in teaching ESP subjects, and received instant feedback from the subject teacher. The drawbacks were that it was challenging to balance the different schedules of both teachers and that lesson planning was time consuming. Students showed positive attitudes towards this method of teaching. They liked to study because of the enjoyable and knowledgeable activities and the teacher’s confidence.
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Farvis, John, and Stephen Hay. "Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching." Policy Futures in Education 18, no. 8 (April 27, 2020): 1058–74. http://dx.doi.org/10.1177/1478210320919541.
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The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students’ results became quality indicators for school administration and instruction. Education consultant’s views offer an independent perspective of the HST environment. Data were collected from education consultants through a survey and interviews. Findings linked HST with reduced teacher control in instructional planning, curriculum narrowing and increased test preparation. These practices were associated with decreased collaboration and increased teacher and administrator stress. Foucault’s “governmentality” and concepts of neoliberal education policy framed aspects of the study. This study indicates that the consequences of HST require critical interrogation as HST practices have adverse impacts on teacher and administrator agency and student outcomes.
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Heikinaro-Johansson, Pilvikki, Claudine Sherrill, Ronald French, and Heikki Huuhka. "Adapted Physical Education Consultant Service Model to Facilitate Integration." Adapted Physical Activity Quarterly 12, no. 1 (January 1995): 12–33. http://dx.doi.org/10.1123/apaq.12.1.12.
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The purpose of this research was to develop and test an adapted physical education consultant model to assist regular elementary school classroom teachers to include children with special needs into regular physical education. The consultation model consisted of (a) Level 1, conducting a needs assessment, (b) Level 2, designing/implementing the program, and (c) Level 3, evaluating the program. The model was tested in two communities in Finland using the intensive and the limited consulting approaches. Data collection methods included videotaped observations of teacher and students, interviews, dialogue at interdisciplinary team meetings, and journals. Results are presented as case studies, which describe the process and product over a 2-month period of model implementation. Analysis of data indicate that classroom teachers, paraprofessionals, and students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs.
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Block, James H. "Consultants, Teacher Beliefs, and School Systems." Contemporary Psychology: A Journal of Reviews 34, no. 2 (February 1989): 134–36. http://dx.doi.org/10.1037/027643.
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Idol‐Maestas, Lorna, and Ray Celentano. "Teacher consultant services for advanced students." Roeper Review 9, no. 1 (September 1986): 34–36. http://dx.doi.org/10.1080/02783198609553002.
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Dakina, G. T., and G. A. Zhumakulova. "FEATURES OF THE DEVELOPMENT OF PROFESSIONAL AND PERSONAL QUALITIES OF UNIVERSITY TEACHERS." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 88–93. http://dx.doi.org/10.51889/2021-1.1728-7847.16.
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A modern university teacher is not only a teacher, educator, organizer of students ' activities, researcher of the pedagogical process, consultant, educator, who constantly improves the level of his professionalism and pedagogical skills, leads a creative search for new things. A comprehensive indicator that characterizes the quality of the performance of its functions is professionalism. The professionalism of the higher school teacher consists in the effective implementation of the system of professional knowledge and skills. The article discusses the features of the development of professional and personal qualities of University teachers.
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Obreque, Alejandro Sepúlveda, Claudio Hernández-Mosqueira, Sebastián Peña-Troncoso, Maura Angelica Troyano Agredo, and Margarita Opazo Salvatierra. "EVALUATION OF TEACHER PERFORMANCE IN CHILE: PERCEPTION OF POORLY EVALUATED TEACHERS." Cadernos de Pesquisa 49, no. 172 (June 2019): 144–63. http://dx.doi.org/10.1590/198053145792.
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Abstract This study is linked to teacher evaluation. Its objective was to determine the factors that, according to teachers of basic education in the municipality of Osorno, affected the outcome of their teacher assessment 2015 and 2016. A written interview with open questions was applied to poorly evaluated teachers. Among the results, it was found that the operational way of dealing with the evaluation was individual, without the support of peers or consultants. They had little time for preparation. They assume an excess of confidence, reflected in the fact that they gave little importance to the process. They recognize feeling a deep disappointment, insecurity, accompanied by feelings of frustration, a mixture of emotions accentuated by the disloyalty with which their colleagues acted. They state that they did not receive support or understanding in the face of poor results, an attitude that, in their opinion, constitutes the most negative emotional burden of this evaluation process.
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LE THI QUYNH, NGA, and CHAU NGUYEN HUU. "Needs for Consultancy of Vietnam high school students." Archives of Business Research 8, no. 3 (March 8, 2020): 15–22. http://dx.doi.org/10.14738/abr.83.7874.
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This paper investigates the needs for consultancy of Vietnam high school students in resolving obstacles encountered in their academic and daily lives. Data are collected from a survey on 253 teachers and 1,089 students of 6 high schools in the urban and suburban areas (represented by Hanoi, Hochiminh City, and Thanh Hoa province) in the Northern, Southern and Central Region. It has been found that students face a range of difficulties on a regular basis and to different degrees. As such, they adopt certain solutions to specific issues. In this paper, teachers' consultancy is studied in order to figure out whether it is an option favored by students, and what they expect from teachers ‘advice. Results show that although teachers are not hard to be reached, students rarely seek their advice since they hold higher expectations for consultancy than what their teachers can offer.
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Hanko, Gerda. "Social workers as teacher consultants: Helping teachers in groups to meet special needs in ordinary schools." Journal of Social Work Practice 2, no. 2 (May 1986): 88–106. http://dx.doi.org/10.1080/02650538608414962.
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Hrozková, Ivana. "Do Teachers Facilitate the Strategies their Pupils Need?" Practice and Theory in Systems of Education 12, no. 1 (February 1, 2017): 1–11. http://dx.doi.org/10.1515/ptse-2017-0001.
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AbstractLearner strategies play an important and unique role in second or foreign language teaching and learning. Knowledge of effective steps and techniques helps pupils reach better study results and become more independent and autonomous learners. The role of a teacher shifts and changes in autonomous learning; rather than a teacher, he or she is a consultant, helper and facilitator of learner strategies. The study brings an insight into strategic teaching of 13 Czech teachers who taught 202 pupils with completed primary education and who also focused on the strategies teachers facilitate, but their pupils do not apply. The study aims at a model of strategy facilitation which helps teachers implement strategy-based teaching into a foreign language curriculum. The article also aspires to address teachers of different subjects as giving advice on learning to learn plays a vital role in teaching. Furthermore, learner strategies are an important part of competence to learn, which helps teachers to understand why some learners are more successful than their peers.
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Schofield, Sj, D. Nathwani, F. Anderson, R. Monie, M. Watson, and Mh Davis. "Consultants in Scotland: Survey of Educational Qualifications, Experience and Needs of Scottish Consultants." Scottish Medical Journal 54, no. 3 (August 2009): 25–29. http://dx.doi.org/10.1258/rsmsmj.54.3.25.
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Aims To survey Scotland's NHS consultants regarding their teaching roles; educational qualifications/training; attitudes to educational qualifications; perceptions of health boards’ attitudes to educational activities; usefulness of various educational courses and preferred delivery methods Methods Postal questionnaire (n=3615) Results Sixty two percent response rate (n=2246). 98% had one or more roles in education/training. 54% spent more time in educational roles than job-plan allocations. 6% had educational qualifications. 30% rated educational qualifications valuable to their educational role; 21% to their career. 48% had not attended any educational training. 19% of respondents rated their health board as supportive of their educational activities. Respondents rated dealing with underperforming students (74%), dealing with challenging behaviour (63%), appraising students (63%), trainee assessment (61%) and feedback (58%) as the most useful topics Conclusions Scottish consultant involvement in educational activities is virtually universal but consultants perceive they need more time than allocated in job plans. Most consultants had no teaching qualifications. Nearly half had no formal training for educational activities. Educational qualifications were valued by a minority regarding both career development and educational activities. Increased access to staff development for teaching is required as NHS sources are not meeting the need for teacher training of consultant staff.
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Manan, Muhamad Abdul. "MEMAHAMI ARAH BARU SUPERVISI PENDIDIKAN SEBAGAI TINDAKAN MORAL." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 2 (December 5, 2017): 237–54. http://dx.doi.org/10.35316/lisanalhal.v11i2.180.
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Education is important of issue for every aspect progress, human development and especially for our big nation. The context school is as education organization that needs supervision and assessment.The main role of superior is as coordinator, consultant, leader of club, and evaluator. Work of coordinator is as program which managed by staff member for studying and teaching. Work of consultant is giving help and consulate of problems experienced by teacher as individual or collective. Work of leader club is lead of teachers for developing cub potency when they develop of curriculum, subject and teacher professional needs.
Executor is leader of supervision, supervisor and supervisor. They are responsible supervisor for existence and dynamics school as institution then hoped can be awaken nation potential in future. Superiors working considered for involve moral dynamics. Superiors moral activity have relationship by environment; as teachers relation and most urgent are relation to students and moral intrinsic of learning supervisor. No realize, sometimes supervision process did by supervisor which have moral element; basic moral of dimension must visible clear and assertive applied.
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Mcintosh, Dean K., and Gail I. Raymond. "Training special education teachers in rural areas: A viable model." Rural Special Education Quarterly 9, no. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.
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In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.
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Long, Anna C. J., Lisa M. Hagermoser Sanetti, Catherine R. Lark, and Jennifer J. G. Connolly. "Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School." Remedial and Special Education 39, no. 2 (March 2018): 106–17. http://dx.doi.org/10.1177/0741932517748422.
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Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.
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Banati, Arum Umamil, and Nurul Hidayati Rofiah. "PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 1 (March 17, 2018): 29. http://dx.doi.org/10.12928/fundadikdas.v1i1.67.
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Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.
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Pavlov, Ivan, and Katarína Krejčíková. "THE CONCEPT OF ANDRAGOGICAL VOCATIONAL CONSULTANCY FOR MARGINALIZED TEACHERS." CBU International Conference Proceedings 6 (September 27, 2018): 697–701. http://dx.doi.org/10.12955/cbup.v6.1235.
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The article describes a proposal for the concept of andragogical vocational consultancy for teachers at schools with a high number of pupils from socially disadvantaged environments. The teachers themselves show almost no interest in supporting a solution for complex pedagogical-educational problems. The concept of andragogical vocational consultancy complements other educational services through highly individualized and personalized support reflecting the specific needs of these marginalized teachers directly in school conditions.
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Sundqvist, Christel, and Kristina Ström. "Special Education Teachers as Consultants: Perspectives of Finnish Teachers." Journal of Educational and Psychological Consultation 25, no. 4 (January 14, 2015): 314–38. http://dx.doi.org/10.1080/10474412.2014.948683.
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Kozlowska, Kasia, Kenneth Nunn, and Pennelope Cousens. "Adverse Experiences in Psychiatric Training. Part 2." Australian & New Zealand Journal of Psychiatry 31, no. 5 (October 1997): 641–52. http://dx.doi.org/10.3109/00048679709062676.
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Objective: To examine the perceptions of New South Wales (NSW) psychiatric trainees in relation to their training, the adverse events they experienced and the role and quality of the consultant registrar relationship. Method: A self-report questionnaire was developed to probe trainee perceptions of the consultant-trainee relationship and adverse events during training in all those who had completed at least 1 year of training in psychiatry (n = 138) in NSW, as well as all consultants who had completed their training in the last 5 years (n = 95). All subjects were asked to rate the frequency and relative impact of 20 adverse experiences with the opportunity to proffer adversities not listed. They were also asked to rate their experience of their consultants in relation to the adversity. Results: The results from The Training Impact Study exploring adverse events experienced by NSW trainees are presented. Assault by a patient and suicide of a patient are identified as the most stressfull adversities of training in psychiatry. However, more general concerns such as educational and emotional neglect by upervisors, observing consultant maltreatment of patients, exam failure and conflict between consultants were also identified and discussed. Conclusions: The high response rate of both trainees and consultants gives these results a level of representative validity. Recommendations in relation to future training and research are put forward. Specific training in the management of potentially assaultive patients and facilitating trainee recovery from assault or threat of assault should be a priority of the Royal Australian and New Zealand College of Psychiatrists. Support and education in relation to patient suicide is also important. Training and recognition of teachers within the College should be encouraged.
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HENKIN, ROXANNE, TROY WILSON, REBECCA PALOMA, KELLI BIPPERT, and RAQUEL CATALDO. "Reflections and Insights on the Teaching of Writing." Dev Sanskriti Interdisciplinary International Journal 7 (January 31, 2016): 80–95. http://dx.doi.org/10.36018/dsiij.v7i0.79.
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During the Spring Semester of 2013, three teachers joined together to co-teach an undergraduate writing process and content course for future teacher educators. The goal of this writing course was to teach undergraduate pre-service teachers how to teach writing in the PreK-8 classroom. The major question for the study was, “What happens when three RCWP Teacher Consultants co-teach an undergraduate writing methods class? What does it take to successfully co-teach a class?” The data consisted of their individual teacher journals, the recordings of the post-class discussions, and lesson plans and class notes for the next week based on the previous week’s collaborative discussion. Holistic content analysis was followed to generate the major themes in texts. Results include: The writing project, through the use of the writing workshop model and teachers teaching teachers, is an explicit example of this “net- like organization” in the Rhizome model which is the ultimate form of sharing power through the circulation of experience and knowledge. The giving of feedback relates to the sharing of power between the students and the instructor. Also important is that as teachers of future teachers, it is difficult to pass on some information that can only be learned in the classroom while teaching. This tacit knowledge is hidden within the experiences found in the everyday process and application of the workshop model. It can only be experienced and then reflected upon, and it is our fear that not every teacher of writing will do the necessary reflecting.
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Sukirman, Yuli Utanto, and Yoris Adi Maretta. "LPTK contribution in development of sustainable teachers professionalism in semarang district." MATEC Web of Conferences 205 (2018): 00009. http://dx.doi.org/10.1051/matecconf/201820500009.
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This study aims to portray the condition of teachers’ competencies and problems as well as the ongoing implementation of teacher professional development in Semarang district, Central Java. Based on the problem mapping found, the solution was obtained by involving the Education Institution of Education Personnel. This study used a survey approach in Semarang District which was carried out throughout 2016. Data collection was done by giving open questions to respondents and followed up with in-depth interviews. Respondents consisted of teachers, principals, and school supervisors. The results of the study showed that, in terms of the shortage of Civil Servant class teachers, the role of non Civil Servant class teachers was very large, namely 17% of the total class teacher needs. It means that if there is no non Civil Servant class teacher available then 17% of the study group does not get optimal learning services. 130 public elementary schools have a ratio of <= 16 students per study group. In those small schools the required class teachers are 757 teachers, the Civil Servant teachers available are 563 teachers. Those schools require 194 more teachers, meanwhile the non-Civil Servant teachers available are only 165 teachers. The other findings have not been analysed for its training needs, the performance evaluations have not been objective, there is some difficulty in finding the training funds and resource persons, the training activities are still sporadic, and monitoring and evaluation have not been done. It is recommended to do regrouping especially to be focused on the small schools. Small school is a school with a ratio of <= 16 students per study group. Implementing multigrade learning models in small schools is necessary because doing regrouping is not possible due to the geographical conditions. It is also necessary for the District Education Office and the Education Institution of Education Personnel to establish close cooperation, the lecturers can be consultants in the district, and the implementation of ongoing teacher professional development is carried out seriously in accordance with established guidelines and regulations.
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Фролов, Шабурова, Galina Shaburova, Курочкин, Anatoliy Kurochkin, Воронина, and Polina Voronina. "Methodological Bases of Teaching-Control Systems Development." Socio-Humanitarian Research and Technology 5, no. 4 (November 19, 2016): 44–49. http://dx.doi.org/10.12737/22494.
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The purpose of research is studying methodology modernization
of test technologies based on the teaching-control systems.
The research task was to study the structural components and basic
methodological principles for developing teaching-control systems
that contribute to the expansion of their educational functions. The
paper presents reasoned information that in recent decades the test
technology is used not only for monitoring and evaluation of students´
knowledge, but also are used in this learning process, for
example, for a more efficient organization of independent work.
Experience to date in creating e-learning shows that the development
of this process is mainly through the integration of educational
information, teaching innovation and information technologies,
which could result in a qualitatively new learning environment
with their products. As proposed by the authors of scientificmethodological
concept, improvement of test technology provided
by the transfer of some functions of the teacher teaching-controlling
complex is complete software with three structural components
(blocks). The methodological basis of the development of the
complex are the justification of the scope and depth of knowledge
in the discipline of study (first block), transforming them in the
form of test tasks (second unit), as well as complex solutions, providing
consultancy in the field of knowledge (the third block). The
paper presents practical guidelines for the design of each of these
blocks, and an analysis of the most frequent mistakes made by
developers of complexes. The proposed methodology was the basis for the development of teaching-electronic control complexes in
various disciplines taught at the Department "Food production",
Penza State Technological University. Complexes passed wide approbation
and implemented in the educational process more than
thirty universities in Russia.
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Godley, Larry B., Donald R. Wilson, and Beverly J. Klug. "The Teacher Consultant Role: Impact on the Profession." Action in Teacher Education 8, no. 4 (December 1986): 65–74. http://dx.doi.org/10.1080/01626620.1986.10519322.
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Wertheimer, Richard D. "Soundoff: Issues of Implementation." Mathematics Teacher 88, no. 2 (February 1995): 86–88. http://dx.doi.org/10.5951/mt.88.2.0086.
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I believe in the goals and methods described in the NCTM's Curriculum and Evaluation Standards for School Mathematics and Professional Teaching Standards (1989, 1991). I make this statement from the perspective of teacher, supervisor, consultant, graduate student, and parent. In these roles, I am actively involved in implementing both documents. In working with teachers, I focus on those who are excited and empowered by the concepts presented in these two volumes. These teachers demonstrate powerful techniques and strategies in their classrooms that reflect the spirit of the standards documents. However, in my experience, these teachers are in the minority. As I continue to work with teachers, I meet many who are not enthusiastic about the Standards. These teachers represent the mainstream of our profession; they are hardworking individuals who are reluctant to incorporate change that alters everything they have worked for both as students and as teachers.
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Kahveci, Gul, and Aysegul Ataman. "The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child." Journal of Education and Learning 6, no. 4 (November 9, 2017): 372. http://dx.doi.org/10.5539/jel.v6n4p372.
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Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child’s individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.
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Feldman, Kerry D., and Lisa Henry. "Transformation of Graduate Education in Applied Anthropology in the U.S.: Learning and Teaching Policy Studies." Learning and Teaching 2, no. 2 (June 1, 2009): 1–7. http://dx.doi.org/10.3167/latiss.2009.020201.
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When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.
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Harris, Abigail M., Colette L. Ingraham, and Melissa Karl Lam. "Teacher Expectations for Female and Male School-Based Consultants." Journal of Educational and Psychological Consultation 5, no. 2 (June 1994): 115–42. http://dx.doi.org/10.1207/s1532768xjepc0502_3.
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Haggarty, Linda, and Keith Postlethwaite. "Working as Consultants on School‐based Teacher‐identified Problems." Educational Action Research 3, no. 2 (January 1995): 169–81. http://dx.doi.org/10.1080/0965079950030204.
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Olsen, Brad, and Rebecca Buchanan. "An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools." American Educational Research Journal 56, no. 5 (April 11, 2019): 2004–39. http://dx.doi.org/10.3102/0002831219841349.
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Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-long professional development program on rethinking grading. We not only used existing literature on grading to frame our study but also relied on institutional theory and teacher identity as frameworks. We found that productive teacher change occurred, but it was partial, tentative, contingent on school-wide support, and not without frustration on the part of teachers.