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Attribution theory recently has been applied to school psychology practice in general and to school-based consultation in particular. Previous research has shown that consultants characteristically attribute responsibility for consultation outcomes, and particularly for failed consultations, to teacher consultees. However, these attributions may be a function of differential experiences. In this study, we hypothesized that the teaching experience of school psychologists is related to causal attributions of consultation outcome. A randomly selected national sample of school psychologist practitioners completed a questionnaire concerning reasons for successful and unsuccessful consultation outcomes. Results of the study showed that the teaching experience of school psychologists may mediate attributions of causality in consultation. 相似文献
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Ferrer Justine Ringer Allison Saville Kerrie A Parris Melissa Kashi Kia 《Higher Education》2022,83(2):317-338
Higher Education - The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and... 相似文献
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Merikay M. Ringer Patricia F. Doerr Jean H. Hollenshead Georgia D. Wills 《Psychology in the schools》1993,30(2):168-175
Research has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist-related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discussed. 相似文献
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