Teacher Consultation Research Articles

Teacher Consultation from the Consultee Perspective

<p>教師諮詢在臺灣校園輔導工作中常被運用，透過輔導教師的專業支持，促進教師增能，以解決學生個案或相關議題。然而，國內關於教師諮詢的研究甚少。為確保諮詢工作效益，應納入受諮詢者（教師）的觀點與經驗，以精進現有模式，推展諮詢工作。本研究基於教師觀點，釐清其對諮詢者及服務的看法、經驗、需求與期待。訪談19位學校教師（7男、12女；平均38.68歲；平均教學年資12.26年），經紮根理論分析，結果如下：（1）教師進入諮詢源於認知、情緒與行為三方面的動機；（2）教師諮詢是一歷程，包括建立關係、探索議題、深刻理解、行動介入、鞏固與調整；（3）教師普遍肯定諮詢效益，並基於經驗與反思，歸納出促進諮詢進展與成效的影響要素。綜此，本研究歸結出多項實務建議，以助教師諮詢在校園輔導環境中正向發展。</p> <p> </p><p>Teacher consultation is a common service in Taiwan’s campus counseling work. Professional support and assistance from counseling teachers promote teacher empowerment in solving student cases and related issues. Consultation services will also be a trend in the future development of school psychology. However, little research has been conducted on teacher consultations in Taiwan. In ensuring that consultation work plays an appropriate role, the views and experiences of the consultees (i.e., teachers) must also be considered to refine the existing working mode of teacher consultation for the promotion of consultation work in schools. This study is based on teachers’ perspectives and aims to clarify their views, participation experiences, needs, and expectations of consultees and consultation services. A total of 19 school teachers (seven men and 12 women; average age of 38.68 years and average teaching experience of 12.26 years) participated in the interviews. The results can be divided into three parts based on the grounded theory analysis. (1) Cognitive, emotional, and behavioral aspects mainly drive teachers’ entry into the consultation process. Regarding the cognitive dimension, teachers seek consultation primarily to expand their perspectives on their own difficulties or students’ problems and reconstruct their views. Regarding the emotional dimension, teachers seek consultation mainly to understand their emotions and obtain emotional support. In terms of the behavioral dimension, teachers seek consultation hoping to settle and improve their own mental and physical conditions affected by distress, receive professional support and advice from teacher-counselors, and thus solve their own difficulties or students’ problems. (2) Teacher consultation comprises steps, including establishing relationships, exploring core issues, deepening understanding, action, consolidation, and adjustment. More specifically, the consultation process begins with the construction of a supportive relationship provided by teacher-counselors, which encourages teachers to engage in a deeper exploration of their problems together with the teacher-counselors under circumstances where they feel supported. Teachers gain a better understanding and awareness of their problems through teacher-counselor assessment and feedback. Finally, through collaborative goal setting, appropriate responses or strategies are made to address these problems. Subsequent follow-ups are used to consolidate or adjust these strategies to ensure problems are adequately resolved. (3) Teachers generally acknowledge the benefits of consultation and base their conclusions on their experiences and reflections, identifying facilitative and inhibitory factors in the consultation progress. The factors that facilitate the consultation process mainly include the following: the teacher-counselors must acknowledge and establish a trusting relationship with teachers; both parties need to collaborate on the foundation of mutual professional respect; the teacher-counselors must assist teachers in gaining insight and recognition of their potential problems and help them positively focus on their abilities and performance; and the teacher-counselors must also base their advice and strategies on their own professional experience to provide teachers with concrete, context-specific guidance that helps them solve the problems. Conversely, inhibitory factors may include hierarchical consultation relationships, teacher-counselors’ advice and strategies not meeting teachers’ contexts and needs, and teachers’ lack of familiarity with the consultation context or teacher-counselors’ role positions, which may all affect the progress and effectiveness of the consultation. Therefore, catalysing facilitative factors and minimising inhibitory factors during the consultation process is essential. Overall, based on the analysis of teachers’ experiences participating in consultations, this study concludes with several practical implications that contribute to the positive development of teacher consultation in Taiwan’s campus counseling environment.</p> <p> </p>

Development of an Intervention Program Based on Augmented Reality and Teacher Consultation to Reduce Aggressive Behaviors in Preschoolers

Objectives: This study aimed to develop and evaluate an intervention program integrating augmented reality (AR) and teacher consultation to reduce aggressive behaviors in preschoolers.Methods: Ten children aged 4-6 were randomly assigned to either an experimental group, which received the intervention, or a control group, which did not. The experimental group participated in 11 AR-based intervention sessions, supplemented by three teacher consultation sessions. Program effectiveness was assessed using the children’s hostile attribution ratings and teacher evaluations of their understanding of social rules, emotional regulation, and problem-solving skills. Data were analyzed using the Wilcoxon signedrank test and Mann-Whitney U test.Results: The program comprised two main components: (a) an AR-based intervention targeting hostile attributions, social rules, emotion regulation, and problem-solving skills; and (b) teacher consultations focusing on behavioral observation, aggression-reduction strategies, promotion of alternative behaviors, and evaluation of behavioral changes. The experimental group demonstrated reduced aggressive behaviors and hostile attributions, along with enhanced problem-solving skills and emotion regulation. In contrast, no significant changes were observed in the control group.Conclusion: The integrated AR and teacher consultation-based intervention effectively reduced aggressive behaviors in preschoolers. AR technology proved beneficial in addressing cognitive limitations and provided a safe environment for practicing alternative behaviors, while teacher consultation facilitated the application of these skills in everyday contexts.

A federated advisory teacher–student framework with simultaneous learning agents

Multi-agent reinforcement learning requires numerous interactions with the environment and other agents to learn an optimal policy. The teacher–student framework is one paradigm that can enhance the learning performance of reinforcement learning by allowing agents to seek advice from one another. However, recent studies show limitations in knowledge sharing between agents, as advisory learning is only peer-to-peer at a given time. Some methods enable a student to accept multiple pieces of advice, but they typically rely on pre-trained and/or policy-fixed teachers, rendering them unsuitable for agents with simultaneous advisory learning. Simultaneous learning with multiple pieces of advice has not been thoroughly investigated. Furthermore, most research has concentrated on the sharing of knowledge samples, a practice vulnerable to security breaches that could allow attackers to deduce details about the environment. To address these challenges, we propose a federated advisory framework that uses a federated learning structure to aggregate multiple sources of advice with deep reinforcement learning, ensuring that the shared advice is not sample-based. Our experimental comparisons with leading advisory learning techniques confirm that our approach significantly enhances learning performance.

School-based organizational skills training for students in grades 3-5: A cluster randomized trial.

Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners (OST-T2). The study was conducted in 22 schools serving students from diverse backgrounds. Students (n = 186; 122 male) in Grades 3-5, ages 8-12 (M = 9.7 years; SD = 0.88) with organizational skills deficits referred by teachers were enrolled. Schools were randomly assigned to OST-T2 or treatment as usual with waitlist. OST-T2 consisted of sixteen 35-min child sessions, two caregivers, and two teacher consultations. Outcomes were evaluated with longitudinal mixed effects modeling at posttreatment, 5-month and 12-month follow-up using caregiver and teacher reports of organizational skills, homework, and academic performance. OST-T2 resulted in reductions in organizational skills deficits on caregiver and teacher report (p < .001) at posttreatment and 5-month follow-up (effect sizes [ES], Cohen's d = 0.96, 1.20). Findings also revealed a reduction in caregiver-reported homework problems at posttreatment and 5-month follow-up (p < .001, ES = 0.60, 0.72), and an improvement in teacher-rated homework at posttreatment (p = .007, ES = 0.64). Effects were attenuated at 12-month follow-up. The effects of OST-T2 on academic measures were not significant. Findings provide evidence for the immediate and short-term effectiveness of OST-T2 delivered by school professionals. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Case Method: Strategy For Improving The Capability Of Developing Teaching Modules Towards Differentiation Learning

The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia continues to strive for renewal and adaptation, including in the field of education. One way is by Implementing the Independent Curriculum (IKM). The IKM is an effort to catch up on learning losses due to the COVID-19 pandemic by returning school and local government authorities to manage their own education in accordance with conditions in their area. Even so, there are still many obstacles and confusion, especially for teachers in preparing for the learning process, one of which is in the education unit area of Semarang Regency. Teachers still do not optimally know the Learning Outcomes (CP), the formulation of Learning Objectives (TP), the preparation of Learning Objectives Flow (ATP) from Learning Objectives (TP), and the design of Teaching Modules. This service focuses on preparing differentiated teaching modules as a form of IKM acceleration. The method used is to conduct a workshop on preparing differentiated teaching modules based on the case method, followed by assistance in pre- and post-activity and program evaluation monitoring. This program targets partners, namely economics teachers, who are members of the Economics Subject Teacher Consultation (MGMP) throughout Semarang Regency. The results of this activity showed that teachers were very interested and able to improve the skills and understanding of teachers in preparing differentiated modules. The suggestion for this activity is that the relevant agencies always provide training in preparing differentiated teaching modules until all teachers follow, and in the future, it is hoped that the relevant parties and many universities will carry out evaluation training in the independent curriculum.

The Implementation of Problem Based Learning Integrated With Technology to Improve Writing Skills

Problem-based learning (PBM) has been proven effective in improving students' active learning and problem-solving skills. This article examines the application of technology-integrated PBM methods as an approach to improving students' writing skills. In this study, learning support software and teacher consultation were used in the development of problem scenarios related to curriculum content. Qualitative research provides detailed and relevant information. The researcher used qualitative research methods because qualitative research provides detailed information about the application of technology-based problem-based learning to improve writing skills. The library learning method consists of activities related to collecting bibliographic information, reading and recording, and managing written materials. Qualitative research uses secondary data obtained from literature reviews such as; References, journals, articles and sources related to the research. The information obtained was analyzed using interpretative analysis. This means that the information collected is interpreted or explained, and the analysis is not just a description, but also a precise explanation and interpretation. This method involves several steps, starting with problem identification, research, collaboration and solution development. This case study made extensive use of secondary education literature as a source of literary material. The results show that students' writing skills improved significantly after applying this approach. The practical implication of the findings is that combining PBM and technology can be an effective strategy to improve students' writing skills.

Insight on Teacher Consultation in Taiwanese Campuses: The Application of a Context-Based Consultation by Grounded Theory

ABSTRACT This study delves into teacher consultation in Taiwan, specifically how teacher-counselors support teachers with student-related issues, aiming to explore and elucidate a culturally relevant consultation model suitable for the Taiwanese school context. Through interviews with 89 participants, including 46 teacher-counselors, 30 teachers, and 13 teacher educators with expertise in consultation, the study utilized grounded theory to analyze qualitative data. It introduced the collaborative teacher consultation model underlying competence and awareness expansion and support, featuring brief structure, exploration and insight, action and follow-up, and reflection and growth. This model not only resonates with existing consultation frameworks that emphasize cultural context but also extends their possibilities of application in Taiwan by providing specific strategies tailored for practical implementation. Consequently, it offers a comprehensive guide for school personnel in both implementing the model and enhancing training programs.

A Community-Partnered Process for Adapting a Mental Health Teacher Consultation Model for a Large-Scale Roll-out in Urban Schools

A Community-Partnered Process for Adapting a Mental Health Teacher Consultation Model for a Large-Scale Roll-out in Urban Schools

Strengthening the Pedagogical Competence of Social Studies Teachers via Training in the Preparation and Test Items Analysis Utilizing The ANBUSO Application

Training on the preparation and analysis of test items using the ANBUSO application was conducted to the social studies teachers of MGMP SMP/MTs Jember Regency at UIN Kiai Haji Achmad Siddiq Jember. Based on the results of the initial Focus Group Discussion (FGD) conducted by the service team with the Social Studies Teacher Consultation Group SMP / MTs in Jember Regency, the partners are confronted with a problem that the MTs/SMP social studies teachers’ capacity to plan and produce reports on the outcomes of learning evaluation is insufficient. The aims of this service activity are as follows: a) describe the execution of training procedures of learning evaluation preparation, formulation of test items, and item analysis utilizing the ANBUSO application for social studies teachers of SMP/MTs in Jember Regency; b) describe the execution of item analysis assistance utilizing the ANBUSO application for social studies teachers of SMP/MTs in Jember Regency; c) determine the level of success of activities to strengthen the pedagogical competence of social studies teachers of SMP/MTs through training of preparation and item analysis using the ANBUSO Application. d) describe the results of the evaluation of service activities. The method employed in this service activity is the PAR (Participatory Action Research) through several stages including: Mapping and problem identification, FGD and problem analysis, Program preparation stage, program socialization, program implementation, monitoring, and program evaluation. The implementation of this community service activity consists of the following stages: (1) providing training materials consisting of the concept of learning evaluation, procedures for preparing learning evaluations, especially in the Merdeka curriculum, preparing test questions and test items analysis; (2) analyzing test items using the ANBUSO application. The results of the theoretical test in the form of a pre-test and post-test indicate that the post test data shows a significant increase, namely 91% passed with a score above 70 and the remaining 9% failed with a score below 70. Evaluation is also carried out by assessing the results of practices that have been successfully carried out by the participants.

Adopting global perspectives in school psychology.

This introduction to the special issue on global perspectives frames the collection of articles around recent calls for expanding the focus of research in psychology in general, and school psychology specifically, beyond Western, educated, industrialized, rich, and democratic countries and cross-cultural comparisons with non-Western, educated, industrialized, rich, and democratic Confucian East Asian countries (cf. individualistic vs. collectivist societies; see Krys et al., 2024), while neglecting populations in Latin American, Eastern Europe, Africa, Middle East, South Asia, and Oceania. The articles in this issue represent research from China, Germany, Italy, Latvia, Malaysia, Ukraine, Vietnam, and the United States and address topics as diverse as teacher consultation, implementation science, adapting evidence-based interventions, parent-teacher and teacher-child relationships, bullying, behavior management, school climate and equity, resilience during war, newcomer immigrants, refugee status in transit countries, and social media use. Research methods represented in this issue include correlational, case study, comparative (cross-country), mixed methods, and participatory approaches. We hope that the articles in this internationally focused collection heighten school psychologists' knowledge of and interest in a world where science and practice expand beyond borders, and that the global-intercultural perspective represented herein can facilitate collaboration across cultures and contexts as we advocate for the rights and well-being of each child. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools

BackgroundEducators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools.MethodIdentified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process.ResultsBetween 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text “nudges” were improved to promote generalization of concepts across settings.DiscussionBy partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools.

Elementary teachers as collaborators: developing educative support materials for citizen science projects

ABSTRACT Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners’ rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students’ science experiences by introducing them to citizen science (CS) projects. Unfortunately, few CS projects offer substantial guidance for teachers seeking to implement the projects for instructional purposes, placing a heavy burdenon teachers. To address these burdens, our research team collaborated with Teacher Advisory Group (TAG teachers) during the development and revision of educative support materials for two CS projects. We present data about how the TAG teachers informed our CS support materials’ revisions, how they implemented the two CS projects with and without educative support materials, and how they perceived their students’ classroom and outdoor experiences with the CS projects. These data demonstrate the importance of including teachers’ voices and experiences in reform efforts, particularly when trying to incorporate instructional elements that teachers may perceive as deviations from what they are expected to teach.

Lessons Learned from a University-School District Partnership to Improve Autism Care in Public Schools

ABSTRACT In 2008 a community-academic partnership was formed between the School District of Philadelphia and our university-based team, Philadelphia Autism Instructional Methods Support. Through this partnership, we conducted a large-scale randomized trial of autism interventions in public schools, which indicated concerns related to implementation fidelity despite high-quality consultation to an evidence-based curriculum. Since the conclusion of the initial study, we have sustained this partnership to continue providing access to evidence-based care for autistic students. In this paper, we describe our iterative process of adapting consultation for autism support teachers, present findings regarding the impact of these services on teacher implementation fidelity, and map elements of our model onto well-established sustainment strategies for implementing change. In sharing this model, we hope to provide a blueprint for organizations conducting similar work and for those interested in empirically testing or applying strategies for sustainment of EBPs in school settings.

The power of social reading experiences in early years

In September 2023, the Centre for Literacy in Primary Education (CLPE) published its findings on a three-year research project, in partnership with the Imagination Library UK, designed to improve children's language and literacy development in early years by providing access to quality texts and opportunities for book sharing at home and in the classroom. Anjali Patel, lead advisory teacher for CLPE, discusses the findings.

Opportunities and Adjustment Strategies of College Students During Adversities for Improved Academic Performance

This study explored opportunities and adjustment strategies of Chinese graduate students in blended learning. A survey among 102 students using validated questionnaires found overall low opportunities except moderate challenges managing home environments. Students frequently employed active coping like positive thinking and problem analysis, rarely passive strategies. No demographic differences existed. More opportunities correlated with poorer academic performance, mitigated by greater adjustment strategy use. Recommendations include maximizing interactive activities, strengthening time management, increasing teacher consultations, and building peer support. The study provides insights into facilitating personalized, inclusive, resilient blended learning through enhancing spaces, progress monitoring, integrating support systems. Further research can uncover nuanced perspectives to inform evidence-based improvements in policies, pedagogies, and environments for empowering self-directed, motivated learning.

Strengthening P3 Through Learning Models Project Based

Community Service Activities with the aim of strengthening the Pancasila Student Profile through project-based learning, for teacher partners in the PPKn PPKn High School Subject Teacher Consultation (MGMP) Boyolali Regency. Community service is carried out by covering three stages, namely: planning, implementation, and evaluation. The planning stage is carried out in collaboration with the management of the SMA PPKn MGMP in Boyolali Regency, to share perceptions about Community Service activities and technical implementation. The implementation stage is carried out by a Workshop on strengthening the Pancasila Student Profile, and Assistance in developing project-based learning model mastery. Evaluation stage. carried out after the completion of the activity and the overall evaluation of the activity, and the sustainability of the activity by making the MGMP PPKn SMA in Boyolali Regency a fostered partner. Project citizen learning is an alternative solution in shaping the profile of Pancasila students. Through Project Citizen learning, students have the ability to collaborate and think critically, besides that they can become Indonesian citizens and citizens of the world who are responsible and actively contribute.

The Impact of Teacher’s Involvement in MGMP on the Teachers’ Performance

This research paper examines the impact of teacher involvement in the MGMP (subject-subject teacher consultation) program on teacher performance in Indonesian schools. The study investigates the level of engagement of Indonesian instructors in the MGMP and explores how their participation affects their effectiveness as educators. Furthermore, the paper examines the relationship between teacher participation in the MGMP and student achievement, emphasizing the influence of the program on student learning outcomes. The research methodology employed a qualitative approach, using interviews, observations, and document analysis to gather data from teachers in Tangerang City. The findings highlight the importance of active participation in the MGMP, as it enables teachers to collaborate on various aspects related to improving teaching practices, including the development and use of teaching programs, production and utilization of teaching aids, adoption of teaching methods, assessment of student learning processes and outcomes, utilization of the learning environment, classroom management, and other learning-related activities. It is hoped that this research will encourage teachers to actively contribute to resolving school-related issues and promote teacher professionalism through their engagement in the MGMP, especially those pertaining to teacher professionalism.

Exploring how general education teachers use school‐based consultation

AbstractUnderstanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class‐wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than in team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school‐based teacher consultation are discussed.

Alur Ceria Pembelajaran Bahasa Inggris Kelas X SMA dalam Konteks Implementasi Kurikulum Merdeka

In the practice of learning English, based on the author’s observations, it was found that there are still most high school English teachers who have difficulty understand and implementing independent curriculum designs. The results of the discussion at the district level high school English MGMP (Subject Teacher Consultation) level can be concluded that the change in the independent curriculum has caused difficulties for high school English teachers in understanding the differences with the 2013 curriculum. One of them is the difficulty in understanding learning achievement document and the flow in teach material. To practice or try out the application of an independent curriculum for high school English subjects in classroom learning, it is necessary to do a creativity or innovation from the teacher do that the pattern and flow of learning can be understood correctly. One thing that can be considered in implementing high school English learning based on learning achievement elements is through the CERIA (Choose, Explore, Resume, Inform, and Apply) flow. This flow makes it easier for teachers and students to develop language elements in an integrated manner.

Elevating Local Knowledge in Curriculum, Conversation and Community

In a time of fraying community and interpersonal relationships, rural school and community leaders are in search of research-based approaches to strengthen connections and sustain relationships among their students and community members. This article reports the findings from two studies (Moore, 2023; Weikert, 2022) documenting how and why, during the height of the pandemic, rural leaders from a community museum and local school came together to use local history and knowledge to design a museum exhibit and a K-12 curriculum about the pandemic and vaccines. The article describes the museum’s place-conscious development process of the exhibit titled, Shots Felt Round the World: Dr. Maurice Hilleman and the Montana Origins of the Fight Against Pandemics to invite visitors to view the COVID-19 pandemic and vaccine development through local histories of infectious disease and healthcare. The article also describes how a curriculum for students in kindergarten through 12th grade (K-12) titled, Hilleman &amp; Vaccines: Connecting Culture to Scientific Curiosity was created in tandem with the exhibition by the museum’s Teacher Advisory Council to connect students to local history and knowledge to promote student learning through the integration of math, science, history, and critical thinking. Findings reveal that while the subject of vaccines is politically charged, the emphasis on local history and knowledge allowed both museum and K-12 audiences to find common ground, learn about the subject through a local lens, and strengthen school and community-school connections. The article concludes with recommendations for how rural schools and communities can use local knowledge to contribute to cross-community connections and vitality.