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1. Model Program: Southern Lehigh High School, Center Valley, PA (EJ821634)
Author(s):
Colelli, Richard
Source:
Technology Teacher, v68 n4 p27-32 Dec 2008-Jan 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Technology Education; High Schools; Computer Assisted Design; Robotics; Secondary School Teachers; Industrial Arts Teachers; Secondary School Curriculum; Conferences (Gatherings); Engineering Education; Counselor Teacher Cooperation
Abstract: In this article, the author describes the technology education program at Southern Lehigh High School, Center Valley, Pennsylvania. The school district is presently providing an educational program known for its excellence and forward-looking perspective, which is sensitive to the changing needs of its students. Within the technology education curriculum, students have a variety of interactive CAD (computer-aided design) software programs, and computer-numerical-controlled equipment, as well as desktop rapid prototyping equipment, robotic programming software with Mindstorm Robotic activities, pneumatics, hydraulics, electronic activities, and desktop publishing. Two extracurricular clubs, the Technology Student Association (TSA) and the For Inspiration and Recognition of Science and Technology (FIRST) organization (robotics), are also provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. School Neuropsychology Consultation in Neurodevelopmental Disorders (EJ818231)
Decker, Scott L.
Psychology in the Schools, v45 n9 p799-811 Nov 2008
2008-11-00
Journal Articles; Reports - Evaluative
Descriptors: Health Services; Test Results; Federal Legislation; Psychologists; School Psychologists; Mental Health Programs; Identification; Educational Change; Neuropsychology; Teaching Methods; Counselor Role; Educational Policy; Outcomes of Treatment; Academic Achievement; Evaluation Methods; Counselor Teacher Cooperation; Parents; Consultation Programs
Abstract: The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in federal legislation to allow more flexible approaches toward assessment are viewed as a catalyst toward the integration of neuropsychological practice in school-based practice. As a set of priorities, recommendations are made for reforming assessment practice in schools, linking neuropsychological test results to academic treatment outcomes, and developing consultation practice with parents and teachers for early identification purposes and to integrate school-based services with community mental health services. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Consulting with Teachers Regarding Academic Skills: Problem Solving for Basic Skills (EJ800955)
Gansle, Kristin A.; Noell, George H.
International Journal of Behavioral Consultation and Therapy, v4 n2 p199-211 2008
2008-00-00
Descriptors: Basic Skills; Classroom Environment; Classroom Research; Classroom Techniques; Problem Solving; Screening Tests; Educational Diagnosis; Consultation Programs; Counselor Teacher Cooperation; Learning Problems; Functional Behavioral Assessment; Ability Identification
Abstract: A number of issues must be addressed in order to intervene with academic problems within classrooms . These issues include screening, problem specification, problem function, solving the problem, and subsequent problem evaluation. Although the addition of a consultant will allow services to be delivered to greater numbers of children than could be affected through direct service by the consultant, indirect service delivery creates issues that will have to be addressed in order for services to be effective. These issues are discussed in terms of assessment as well as the determination of curriculum levels within classrooms in consultation with the classroom teacher. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (65K) | More Info: Help Find in a Library
4. Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement (EJ791981)
Sink, Christopher A.
Elementary School Journal, v108 n5 p445-458 May 2008
2008-05-00
Descriptors: Guidance Programs; School Counselors; Elementary School Teachers; School Counseling; Academic Achievement; Counselor Role; Teacher Role; Guidelines; Counselor Teacher Cooperation
Abstract: In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Association's organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers and school counselors overlap and give examples of how they can form more effective educational partnerships. Finally, I provide school-based examples of this team approach. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Special Education Teachers' Perceptions of School Psychologists in the Context of Individualized Education Program Meetings (EJ790110)
Arivett, Deanna L.; Rust, James O.; Brissie, Jane S.; Dansby Virginia S.
Education, v127 n3 p378-388 Spr 2007
2007-00-00
Journal Articles; Reports - Research
Descriptors: Teacher Attitudes; Meetings; Planning; Correlation; Individualized Education Programs; School Psychologists; Special Education Teachers; Individual Characteristics; Counselor Teacher Cooperation
Abstract: The study assessed the views of 115 special education teachers. They reported demographic information, data related to who was attending and leading individualized education plan (IEP) meetings, and their views about the helpfulness/importance of school psychologists. Special education teachers considered the presence of school psychologists to be moderately important. School psychologists' participation and leadership at meetings was positively correlated with increased ratings of their helpfulness/importance by special education teachers. Thus the current study gives some insight into teachers' views related to school psychologists at IEP meetings. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Developmental Counseling and Therapy as a Model for School Counselor Consultation with Teachers (EJ767386)
Clemens, Elysia
Professional School Counseling, v10 n4 p352-359 Apr 2007
2007-04-00
Descriptors: Individual Counseling; School Counselors; School Counseling; Counseling Techniques; Referral; Consultation Programs; Counselor Teacher Cooperation; Functional Behavioral Assessment; Case Studies; Stress Management; Classroom Techniques
Abstract: Referral requests for individual counseling pose a threat to the implementation of comprehensive school counseling programs (Jackson & White, 2000). Consulting with teachers is one way that school counselors can efficiently respond to some referrals while also providing system support. Using a developmental counseling and therapy-based consultation model, school counselors can assess how a teacher is conceptualizing a student's behavior, respond to the stress a teacher may feel connected to that behavior, and indirectly effect change in a classroom system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (21st, Kerhonkson, New York, March 28-30, 2007) (ED499916)
Zaromatidis, Katherine, Ed.; Oswald, Patricia A., Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed.
Online Submission
2007-03-00
Collected Works - Proceedings
N/A
Descriptors: Distance Education; Educational Technology; Psychology; Annual Reports; Conference Papers; Undergraduate Study; Instructional Development; Multimedia Instruction; Conventional Instruction; Group Discussion; Review (Reexamination); Popular Culture; Student Motivation; Student Attitudes; Personality Theories; Course Organization; Instructional Innovation; Instructional Leadership; Teacher Role; Counselor Teacher Cooperation
Abstract: The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings. Presentation topics included among others course management systems, the benefits of revisions to student learning, distance learning courses, and the use of sitcoms to enhance student learning. Papers include: (1) Counselors as Teachers, Teachers as Counselors: The Process of Parallels (John A. Malacos); (2) Course Management Systems, Past, Present and Future (James Regan, Hugh Knickerbocker, and Jodi Allen); (3) The Hybrid Course: Comparison to Traditional and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (4) The Specifics of Group Discussions within On-line Psychology Classes (Anna Toom); (5) The Integration of A Tangential Reading Into Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (6) Do Revisions Help Student Learning? (Brandi Scruggs and Emily Soltano); (7) SITCOMS: TRASH OR TREASURE? Using Situation Comedies to Enhance Learning (Dean M. Amadio and Supriya Poonati); (8) Student Excuses & Motivation (Grant Leitma); (9) Horney Goes Hollywood: Using Films to Teach Personality Theory (Dante Mancini and Herman Huber); and (10) Testing Elaboration Learning in Varied Contexts (Robert A. Dushay). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (157K)
8. Targeting English Language Learners, Tasks, and Treatments in Instructional Consultation (EJ783566)
Lopez, Emilia C.
Journal of Applied School Psychology, v22 n2 p59-79 Oct 2006
2006-10-18
Descriptors: Second Language Learning; Language Skills; Teachers; English (Second Language); Language Proficiency; Language Acquisition; Teaching Methods; Bilingualism; Models; Educational Strategies; Teacher Education; Counselor Teacher Cooperation; Guidance; Consultation Programs
Abstract: English language learners (ELL) are typically instructed in general education programs that do not have bilingual instructional support (Zehler et al., 2003). Teachers instructing those students must focus on strengthening the students' English language skills because language is such a primary component for learning and achieving. Instructional consultation is a service delivery model that provides classroom teachers with the support they need to implement effective instructional practices to increase ELL students' language proficiency skills in English. However, the implications are that instructional consultants and consultees working with this population must approach the consultation process while addressing second language acquisition issues. Instructional consultation focuses on exploring the interaction between the learner, the task and the treatment. This article explores those three components when providing instructional consultation to target ELLs' language instructional needs in non-bilingual settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Incidental Counseling: A Key to Cost-Effective Systemic Change (EJ767367)
Karan, Orv C.; Colbert, Robert D.
Professional School Counseling, v10 n1 p108-111 Oct 2006
2006-10-00
Descriptors: School Counselors; Critical Incidents Method; Counselor Teacher Cooperation; School Counseling; Cost Effectiveness; Case Studies; Counseling Techniques; Change Strategies
Abstract: Incidental counseling occurs when school staff members respond to students in ways strikingly similar to counseling. Incidental counseling is offered as a simple and effective way for school counselors to engage in systemic change. Two case examples from real school settings form the context for a discussion of how school counselors can begin to build collaborations for maximizing the benefits of incidental counseling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. "It's Mine!": Helping the Child Who Takes Things from Others (EJ749408)
Greenberg, Polly
Early Childhood Today, v21 n2 p16-17 Oct 2006
No
Descriptors: Family Life; Behavior Problems; Teacher Influence; Parent Teacher Conferences; Behavior Modification; Intervention; Teacher Response; Personal Narratives; Teacher Guidance; Young Children; Child Rearing; Counselor Teacher Cooperation; Sharing Behavior; Student Behavior
Abstract: Conscientious teachers have more influence on parents than many assume. In this article, the author counsels a teacher on how to handle and help a student with a behavior problem that seems to stem from the child's home life. She presents a model for a parent/teacher conference. She also discusses another facet of the child's behavior problem and suggests several ways of giving behavioral intervention measures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (10K) | More Info: Help Find in a Library | Publisher's Web Site
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