| Abstract: | Investigated teacher responses to a consultant's efforts to foster either a collaborative or an expert consultation relationship via a quasi-experimental study. Eight teachers were exposed to a collaborative approach, and seven to an expert. Teacher satisfaction with the consultation and the extent of their implementation of the recommendations were the dependent variables examined. Teachers exposed to the collaborative approach were significantly more satisfied (p <.05, Mann-Whitney U Test, one-tailed). There was no significant difference in the extent of recommendation implementation of the two groups of teachers, but a consultant approach-teacher experience interaction was suggested. The generalizability of these results and recommendations for design modification for further research are discussed. |
