Pub Date : 2020-04-02DOI: 10.1080/10474412.2019.1649598
S. Davies, E. Bernstein, Corinne M. Daprano
ABSTRACT Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.
{"title":"A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms","authors":"S. Davies, E. Bernstein, Corinne M. Daprano","doi":"10.1080/10474412.2019.1649598","DOIUrl":"https://doi.org/10.1080/10474412.2019.1649598","url":null,"abstract":"ABSTRACT Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"156 - 182"},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1649598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-31DOI: 10.1080/10474412.2020.1744446
Hunter C. King, Bradley S. Bloomfield, A. Fischer, Evan H. Dart, Keith C. Radley
ABSTRACT School playgrounds offer ample opportunity to observe the unstructured free-play of school-aged children; however, obtaining valid observations can be difficult to accomplish. Recent technological advances in commercially available aerial drones have the potential to contribute to behavior observation work conducted on playground settings. This study compared video recordings from an aerial drone and a tripod-mounted video camera. Behavior observations coded from the videos showed practical equivalence when analyzed using a Bayesian statistic. Results of the study are discussed and practical ethical issues are considered for future research using aerial drones to observe behavior.
{"title":"A Comparison of Digital Observations of Students from Video Cameras and Aerial Drones","authors":"Hunter C. King, Bradley S. Bloomfield, A. Fischer, Evan H. Dart, Keith C. Radley","doi":"10.1080/10474412.2020.1744446","DOIUrl":"https://doi.org/10.1080/10474412.2020.1744446","url":null,"abstract":"ABSTRACT School playgrounds offer ample opportunity to observe the unstructured free-play of school-aged children; however, obtaining valid observations can be difficult to accomplish. Recent technological advances in commercially available aerial drones have the potential to contribute to behavior observation work conducted on playground settings. This study compared video recordings from an aerial drone and a tripod-mounted video camera. Behavior observations coded from the videos showed practical equivalence when analyzed using a Bayesian statistic. Results of the study are discussed and practical ethical issues are considered for future research using aerial drones to observe behavior.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"360 - 381"},"PeriodicalIF":1.7,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1744446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46875440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-24DOI: 10.1080/10474412.2020.1741380
Kristi A. Lee, Gregory E. Moy
ABSTRACT This article introduces the special topic issue “Educational and Psychological Consultation within Community–University Partnerships.” The special issue provides a forum for scholars and readers to consider consultation as a powerful and practical tool that can be used in community–university partnerships (CUPs). In this article, we will introduce the concept of CUPs and situate them in the broader movement toward universities engaging communities for mutual benefit and the common good. Then, we will preview the collection of articles found in this special issue. Together, the contributions of these scholars provide concrete examples and conceptual models that other faculty can use in their own practice as scholars, educators, and citizens.
{"title":"Consultation as a Powerful Tool in Community–University Partnerships: Introduction to the Special Issue","authors":"Kristi A. Lee, Gregory E. Moy","doi":"10.1080/10474412.2020.1741380","DOIUrl":"https://doi.org/10.1080/10474412.2020.1741380","url":null,"abstract":"ABSTRACT This article introduces the special topic issue “Educational and Psychological Consultation within Community–University Partnerships.” The special issue provides a forum for scholars and readers to consider consultation as a powerful and practical tool that can be used in community–university partnerships (CUPs). In this article, we will introduce the concept of CUPs and situate them in the broader movement toward universities engaging communities for mutual benefit and the common good. Then, we will preview the collection of articles found in this special issue. Together, the contributions of these scholars provide concrete examples and conceptual models that other faculty can use in their own practice as scholars, educators, and citizens.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"13 - 16"},"PeriodicalIF":1.7,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1741380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-19DOI: 10.1080/10474412.2020.1744447
Ruth Schumacher-Martinez, Sherrie L. Proctor
ABSTRACT This article introduces the articles in the special issue, School consultation grounded in social justice: Dismantling white privilege in education. The authors first highlight salient aspects of each of the five articles. The article ends with a call to action for educators to use consultation to effect systems change that will interrupt white privilege and racist practices in education.
{"title":"Untangling the Grip of White Privilege in Education through Consultation and Systems Change: Introduction to the Special Issue","authors":"Ruth Schumacher-Martinez, Sherrie L. Proctor","doi":"10.1080/10474412.2020.1744447","DOIUrl":"https://doi.org/10.1080/10474412.2020.1744447","url":null,"abstract":"ABSTRACT This article introduces the articles in the special issue, School consultation grounded in social justice: Dismantling white privilege in education. The authors first highlight salient aspects of each of the five articles. The article ends with a call to action for educators to use consultation to effect systems change that will interrupt white privilege and racist practices in education.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"251 - 254"},"PeriodicalIF":1.7,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1744447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45882534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-11DOI: 10.1080/10474412.2020.1737088
Gregory E. Moy, Kristi A. Lee
ABSTRACT This article describes the process of ecological school consultation within a university’s place-based community engagement initiative. Within higher education, place-based initiatives are geographically specific partnerships between community organizations and a university. First, this article explains the collaboration between a middle school and a university-based consultant. Conceptual and practical contexts for the partnership, mentoring program, and consultation process are provided. Next, the article describes steps in the ecological consultation process, highlighting the consultant’s role in facilitating a problem-solving process and in advancing mentoring program implementation fidelity. The fidelity intervention increased mentor adherence to the program’s components (F(2, 531) = 16.861, p < .001), which were identified as being critical to the program’s potential to enact positive changes with students. Implications for school-based mentoring programs and recommendations for consultation are provided. Finally, strengths and limitations of this descriptive study and of the statistical methods (ANOVA) used to evaluate program adherence are discussed.
{"title":"Improving Mentoring Program Fidelity through Ecological Consultation: A Community-University Partnership","authors":"Gregory E. Moy, Kristi A. Lee","doi":"10.1080/10474412.2020.1737088","DOIUrl":"https://doi.org/10.1080/10474412.2020.1737088","url":null,"abstract":"ABSTRACT This article describes the process of ecological school consultation within a university’s place-based community engagement initiative. Within higher education, place-based initiatives are geographically specific partnerships between community organizations and a university. First, this article explains the collaboration between a middle school and a university-based consultant. Conceptual and practical contexts for the partnership, mentoring program, and consultation process are provided. Next, the article describes steps in the ecological consultation process, highlighting the consultant’s role in facilitating a problem-solving process and in advancing mentoring program implementation fidelity. The fidelity intervention increased mentor adherence to the program’s components (F(2, 531) = 16.861, p < .001), which were identified as being critical to the program’s potential to enact positive changes with students. Implications for school-based mentoring programs and recommendations for consultation are provided. Finally, strengths and limitations of this descriptive study and of the statistical methods (ANOVA) used to evaluate program adherence are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"128 - 146"},"PeriodicalIF":1.7,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1737088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41832384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-27DOI: 10.1080/10474412.2020.1732990
Wesley A. Sims, Kathleen R King, W. Reinke, K. Herman, T. C. Riley-Tillman
ABSTRACT Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.
{"title":"Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)","authors":"Wesley A. Sims, Kathleen R King, W. Reinke, K. Herman, T. C. Riley-Tillman","doi":"10.1080/10474412.2020.1732990","DOIUrl":"https://doi.org/10.1080/10474412.2020.1732990","url":null,"abstract":"ABSTRACT Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"215 - 245"},"PeriodicalIF":1.7,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1732990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48171541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-21DOI: 10.1080/10474412.2020.1726765
J. Ng, Rebecca S. Martínez, Sylvia L. M. Martinez
ABSTRACT Inherent in the call for this special issue is the idea that Community–University Partnerships (CUPs) matter. In the phrase “community–university partnership,” it is just two entities who are forefronted and assumed to be the primary agents and beneficiaries. Conspicuously absent, however, is recognition of the essential contributions and accompanying career implications for professors who engage Community–University Partnerships (CUPs) as a substantive aspect of their scholarly activities. For many scholars in higher education, their role as consultants bridging the academy and the community is wholly undervalued, and not by the community but by the academy. In this paper, we critically review existing literature about the university professor whose work of envisioning, initiating, developing, and maintaining Community-University Partnerships (CUPs) makes them possible. In particular, we focus on faculty members at traditional research institutions whose merit within the university is determined almost exclusively by their traditional scholarly productivity (i.e., journal publications) and can be diminished by their very engagement in the community. We offer insights into how and why community circumstances and institutional expectations are consequential.
{"title":"Focus on Faculty: A Missing Link in Community–University Partnerships","authors":"J. Ng, Rebecca S. Martínez, Sylvia L. M. Martinez","doi":"10.1080/10474412.2020.1726765","DOIUrl":"https://doi.org/10.1080/10474412.2020.1726765","url":null,"abstract":"ABSTRACT Inherent in the call for this special issue is the idea that Community–University Partnerships (CUPs) matter. In the phrase “community–university partnership,” it is just two entities who are forefronted and assumed to be the primary agents and beneficiaries. Conspicuously absent, however, is recognition of the essential contributions and accompanying career implications for professors who engage Community–University Partnerships (CUPs) as a substantive aspect of their scholarly activities. For many scholars in higher education, their role as consultants bridging the academy and the community is wholly undervalued, and not by the community but by the academy. In this paper, we critically review existing literature about the university professor whose work of envisioning, initiating, developing, and maintaining Community-University Partnerships (CUPs) makes them possible. In particular, we focus on faculty members at traditional research institutions whose merit within the university is determined almost exclusively by their traditional scholarly productivity (i.e., journal publications) and can be diminished by their very engagement in the community. We offer insights into how and why community circumstances and institutional expectations are consequential.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"99 - 109"},"PeriodicalIF":1.7,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1726765","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-21DOI: 10.1080/10474412.2020.1728283
J. Castillo
ABSTRACT Systems-level consultation and implementation science research has resulted in increased understanding of how to facilitate large-scale use of evidence-based practices. This article aims to build upon what has been learned to-date by calling for consultation researchers to focus more on the human interactions within change processes. The rationale for increased focus on how consultants, consultees, and clients make sense of and experience systems change processes is provided. Additionally, a vision for a research agenda is shared, including potential research questions, design and analysis considerations, and potential outcomes of engaging in this line of research.
{"title":"The Intersection between Systems Change, Implementation Science, and Human Beings: A Call to Investigate People and Context in Future Systems-Level Consultation Research","authors":"J. Castillo","doi":"10.1080/10474412.2020.1728283","DOIUrl":"https://doi.org/10.1080/10474412.2020.1728283","url":null,"abstract":"ABSTRACT Systems-level consultation and implementation science research has resulted in increased understanding of how to facilitate large-scale use of evidence-based practices. This article aims to build upon what has been learned to-date by calling for consultation researchers to focus more on the human interactions within change processes. The rationale for increased focus on how consultants, consultees, and clients make sense of and experience systems change processes is provided. Additionally, a vision for a research agenda is shared, including potential research questions, design and analysis considerations, and potential outcomes of engaging in this line of research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"402 - 411"},"PeriodicalIF":1.7,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1728283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41794201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-14DOI: 10.1080/10474412.2020.1728284
Anisa N. Goforth
ABSTRACT Consultants have a critical role in serving individuals from culturally and linguistically diverse backgrounds across a variety of settings. For the past 30 years, consultation research has explored these types of variables that contribute to effective service-delivery with diverse individuals. The purpose of this article is to reflect upon the past 30 years and pose two challenges for the next 30 years to consultation researchers. First, I challenge researchers to look more deeply at the “culture” in “culturally responsive practice.” Second, in order to increase the focus of consultation research on these cultural variables, I challenge consultation researchers to consider and encourage new and innovative approaches in research methodology, including qualitative and indigenous research methods.
{"title":"A Challenge to Consultation Research and Practice: Examining the “Culture” in Culturally Responsive Consultation","authors":"Anisa N. Goforth","doi":"10.1080/10474412.2020.1728284","DOIUrl":"https://doi.org/10.1080/10474412.2020.1728284","url":null,"abstract":"ABSTRACT Consultants have a critical role in serving individuals from culturally and linguistically diverse backgrounds across a variety of settings. For the past 30 years, consultation research has explored these types of variables that contribute to effective service-delivery with diverse individuals. The purpose of this article is to reflect upon the past 30 years and pose two challenges for the next 30 years to consultation researchers. First, I challenge researchers to look more deeply at the “culture” in “culturally responsive practice.” Second, in order to increase the focus of consultation research on these cultural variables, I challenge consultation researchers to consider and encourage new and innovative approaches in research methodology, including qualitative and indigenous research methods.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"437 - 444"},"PeriodicalIF":1.7,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1728284","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-07DOI: 10.1080/10474412.2019.1711382
Ellie L. Young, Sara E. Moulton, Elizabeth A. Cutrer-Párraga, Cade T. Charlton, Christian V. Sabey, Devin J Healey
ABSTRACT Many state education agencies provide supports for local education agencies (LEAs) that are implementing tiered frameworks or Multi-Tiered Systems of Support (MTSS). With a 61% response rate to an online survey, 35 LEA-level systems coaches identified what state-level supports were helpful in facilitating MTSS implementation. Responses highlighted the importance of state coaches knowing the LEA’s needs, which was most likely to occur when state coaches attended onsite meetings, met with district leaders, reviewed data, and actively problem solved with the LEA. Participants indicated that the monthly meetings led by the state coaches for the local implementers were difficult to attend and may not have been as helpful as hoped. The online modules which were intended to create foundational understanding, were not as beneficial as the annual conferences. Implications for practice include the importance of connecting coaching practices to the specific needs of the LEA and providing funding for professional development.
{"title":"State Systems Coaching: Meeting the Needs of District Systems Coaches","authors":"Ellie L. Young, Sara E. Moulton, Elizabeth A. Cutrer-Párraga, Cade T. Charlton, Christian V. Sabey, Devin J Healey","doi":"10.1080/10474412.2019.1711382","DOIUrl":"https://doi.org/10.1080/10474412.2019.1711382","url":null,"abstract":"ABSTRACT Many state education agencies provide supports for local education agencies (LEAs) that are implementing tiered frameworks or Multi-Tiered Systems of Support (MTSS). With a 61% response rate to an online survey, 35 LEA-level systems coaches identified what state-level supports were helpful in facilitating MTSS implementation. Responses highlighted the importance of state coaches knowing the LEA’s needs, which was most likely to occur when state coaches attended onsite meetings, met with district leaders, reviewed data, and actively problem solved with the LEA. Participants indicated that the monthly meetings led by the state coaches for the local implementers were difficult to attend and may not have been as helpful as hoped. The online modules which were intended to create foundational understanding, were not as beneficial as the annual conferences. Implications for practice include the importance of connecting coaching practices to the specific needs of the LEA and providing funding for professional development.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"180 - 214"},"PeriodicalIF":1.7,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1711382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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