Multicultural Consultee-Centered Consultation: When Novice Consultants Explore Cultural Hypotheses With Experienced Teacher Consultees

Ingraham, Colette L.

doi:10.1080/10474412.2003.9669492

Cited by 26 publications

(12 citation statements)

References 28 publications

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“…He considers teachers with less than 10 years of experience as generally still in an early stage of their career, which has an effect on the way they respond to new initiatives. Ingraham (2003) used a similar cut-off point of 10 years to distinguish between early career teachers and experienced teachers.…”

Section: Development Of Teacher Learning Patterns In the Context Of Lesson Studymentioning

confidence: 99%

“…Following Hargraves (2005) and Ingraham (2003) and given the limited sample size (i.e. N = 32), we divided teaching experience in two levels: 0-9 years of experience (N = 25 in cohort 2, N = 21 in the analysis) and 10-28 years of experience (N = 22 in cohort 2, N = 11 in the analysis).…”

Section: Development Of Teacher Learning Patterns In the Context Of Lesson Studymentioning

confidence: 99%

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The impact of Lesson Study professional development on the quality of teacher learning

Vermunt

Vrikki

Halem

et al. 2019

Teaching and Teacher Education

129

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Running head: Impact of professional development on teacher learning Highlights 1. Three patterns of teacher learning could be identified: meaning-oriented, applicationoriented and problematic learning.2. A reliable instrument to measure these teacher learning patterns was developed.3. The study contributes to our understanding of the influence of teacher professional development on teacher learning. LessonStudy has a beneficial effect on the quality of teacher learning. LessonStudy has the highest impact on improving teachers' meaning-oriented learning.

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Section: Development Of Teacher Learning Patterns In the Context Of Lesson Studymentioning

confidence: 99%

Section: Development Of Teacher Learning Patterns In the Context Of Lesson Studymentioning

confidence: 99%

The impact of Lesson Study professional development on the quality of teacher learning

Vermunt

Vrikki

Halem

et al. 2019

Teaching and Teacher Education

129

View full text Add to dashboard Cite

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“…One of the most important recent advances in the field of consultation concerns the increasingly apparent influence that culture and other environmental aspects have on the process of consultation (Ingraham, 2000(Ingraham, , 2003Pinto, 1981;Tarver-Behring & Ingraham, 1998). Most of the literature written on multicultural issues in parent consultation has been published in school psychology journals and books, whereas little discussion of multicultural parent consultation has been found in the counseling literature.…”

Section: Cultural Considerations In Parent Consultationmentioning

confidence: 99%

Advocacy and Empowerment in Parent Consultation: Implications for Theory and Practice

Holcomb-McCoy

Bryan

2010

Jour of Counseling & Develop

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In this article, the authors expand the view of parental consultation to include advocacy and empowerment as important contextual considerations. A brief review of existing approaches to parent consultation is provided. Selected advances in multicultural parent consultation are also presented. An advocacy-and empowerment-focused perspective is offered that describes the power of consultation with parents from marginalized backgrounds. A case vignette is provided to illustrate the implications for practice.

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“…Ecological approach or lack of ecological approach (2,4,9,14,15,16,18,19,25,27,29,30,32,34,38) Cultural responsiveness or lack of cultural responsiveness: Consultants/consultees (8,13,14,16,18,19,25,29,35) Cultural responsiveness or lack of cultural responsiveness: Innovations/systems (16,22,32) Cultural responsiveness versus storytelling (NA)…”

mentioning

confidence: 99%

“…Consultation training supports consultants' and teams' application of relational process skills (4,5,7,9,11,13,19,23,24,25,27,28,29,30,31,32,33,35) Note. NA = not applicable because it is a meta-theme across studies rather than represented in individual studies.…”

mentioning

confidence: 99%

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

Newman

McKenney

Silva

et al. 2016

Journal of Educational and Psychological Consultation

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Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consulteecentered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, socialemotional support and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.

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Multicultural Consultee-Centered Consultation: When Novice Consultants Explore Cultural Hypotheses With Experienced Teacher Consultees

Cited by 26 publications

References 28 publications

The impact of Lesson Study professional development on the quality of teacher learning

The impact of Lesson Study professional development on the quality of teacher learning

Advocacy and Empowerment in Parent Consultation: Implications for Theory and Practice

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

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