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Journal articles on the topic 'Collaborative consultation in the school'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Gutkin, Terry B. "Collaborative Versus Directive/Prescriptive/Expert School-Based Consultation." Journal of School Psychology 37, no. 2 (1999): 161–90. http://dx.doi.org/10.1016/s0022-4405(99)00003-5.

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2

Villeneuve, Michelle A., and Lyn M. Shulha. "Learning together for effective collaboration in school-based occupational therapy practice." Canadian Journal of Occupational Therapy 79, no. 5 (2012): 293–302. http://dx.doi.org/10.2182/cjot.2012.79.5.5.

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Background. School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. Purpose. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to pr

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Givens-Ogle, Louise, Betsy A. Christ, and Lorna Idol. "Collaborative Consultation: The San Juan Unified School District Project." Journal of Educational and Psychological Consultation 2, no. 3 (1991): 267–84. http://dx.doi.org/10.1207/s1532768xjepc0203_5.

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4

Pugach, Marleen C., and Lawrence J. Johnson. "The Challenge of Implementing Collaboration between General and Special Education." Exceptional Children 56, no. 3 (1989): 232–35. http://dx.doi.org/10.1177/001440298905600308.

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Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relatio

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5

Sulaiman, Ahmad. "Promoting Collaborative Consultation to Improve the Quality of Inclusive Education in Indonesia." Academic Journal Perspective : Education, Language, and Literature 6, no. 2 (2018): 80. http://dx.doi.org/10.33603/perspective.v6i2.1357.

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Indonesia’s education sector has been experiencing development, but the inclusive segment needs more support since the number of disabled students are rising while the readiness of schools to nurture them seems underperformed. The main problem is the discrepancy between school educators’ competence and the special needs of students. In the west, it is common for school to have a collaborative consultation to overcome such problem. It interconnects collaborators in an equal position to reciprocally develop the best solution for existing problems. This paper aims to promote the term for educatio

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Villeneuve, Michelle. "A critical examination of school-based occupational therapy collaborative consultation." Canadian Journal of Occupational Therapy 76, no. 1_suppl (2009): 206–18. http://dx.doi.org/10.1177/000841740907600s05.

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7

Páez, Doris, and Robert Rhodes. "Psychological Services and Rural Schools: Making the Relationship Work." Rural Special Education Quarterly 17, no. 2 (1998): 16–22. http://dx.doi.org/10.1177/875687059801700204.

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The issues which are unique to special education and the provision of school psychological services in rural schools are briefly delineated. In addition, strategies for assisting school personnel to have more effective school psychology services are presented. These strategies are discussed within a collaborative consultation model in which the goals (i.e., primary, secondary or tertiary prevention), levels of services (i.e., community/school system, students, parents, or school personnel), and best approach (i.e., direct or indirect) of service delivery are delineated.

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Fine, Marvin J. "Facilitating Home-School Relationships: A Family-Oriented Approach to Collaborative Consultation." Journal of Educational and Psychological Consultation 1, no. 2 (1990): 169–87. http://dx.doi.org/10.1207/s1532768xjepc0102_5.

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9

Selanikyo, Efrat, Shira Yalon-Chamovitz, and Naomi Weintraub. "Enhancing classroom participation of students with intellectual and developmental disabilities." Canadian Journal of Occupational Therapy 84, no. 2 (2016): 76–86. http://dx.doi.org/10.1177/0008417416661346.

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Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). S

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10

Ashman, Adrian F. "Identifying and removing blockages to successful collaborations between counsellors, teachers and parents." Journal of Psychologists and Counsellors in Schools 4 (November 1994): 1–17. http://dx.doi.org/10.1017/s1037291100001874.

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Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which ma

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11

Kemmis, B. L., and W. Dunn. "Collaborative Consultation: The Efficacy of Remedial and Compensatory Interventions in School Contexts." American Journal of Occupational Therapy 50, no. 9 (1996): 709–17. http://dx.doi.org/10.5014/ajot.50.9.709.

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12

Russell, Steven C., and Joan N. Kaderavek. "Alternative Models for Collaboration." Language, Speech, and Hearing Services in Schools 24, no. 2 (1993): 76–78. http://dx.doi.org/10.1044/0161-1461.2402.76.

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Recently, collaborative consultation has been proposed as a viable means of service delivery for speech-language pathology services in the schools. This article responds to these discussions by suggesting alternative models that may assist speech-language pathologists in overcoming potential barriers to effective collaboration. Two alternative approaches for collaborative partnership are discussed: peer coaching and co-teaching.

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13

Morgan, Shirley, and Barry Golding. "Crossing Over: Collaborative and Cross-Cultural Teaching of Indigenous Education in a Higher Education Context." Australian Journal of Indigenous Education 39, S1 (2010): 8–14. http://dx.doi.org/10.1375/s1326011100001083.

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AbstractThis paper explores the dynamics and outcomes from a collaborative, cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activiti

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Strawhacker, MaryAnn Tapper, and Joyce Wellendorf. "Caring for Children With Cystic Fibrosis: A Collaborative Clinical and School Approach." Journal of School Nursing 20, no. 1 (2004): 5–15. http://dx.doi.org/10.1177/10598405040200010301.

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Earlier diagnosis and more effective treatments have improved both morbidity and mortality associated with cystic fibrosis, making regular school attendance a reality. School nurses have a unique opportunity to assist students with cystic fibrosis successfully manage their disease. Medical treatment for cystic fibrosis can be complex, leaving students and families in need of health consultation and support. The clinic and school nurse each brings a unique perspective to cystic fibrosis care management. Working to understanding perspectives across settings and looking for ways to collaborate th

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15

Phillips, Vicki, and Laura Mccullough. "Consultation-Based Programming: Instituting the Collaborative Ethic in Schools." Exceptional Children 56, no. 4 (1990): 291–304. http://dx.doi.org/10.1177/001440299005600402.

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16

Pedersen, Holly F., and Ann Beste-Guldborg. "The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students." Journal of Education and Learning 8, no. 5 (2019): 1. http://dx.doi.org/10.5539/jel.v8n5p1.

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Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school

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17

Ellis, Lee, Cindy Schlaudecker, and Celia Regimbal. "Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children." Language, Speech, and Hearing Services in Schools 26, no. 1 (1995): 69–74. http://dx.doi.org/10.1044/0161-1461.2601.69.

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The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a control group who received the regular education program. Suggestions for further use of the approach are discussed.

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18

Kahveci, Gul, and Aysegul Ataman. "The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child." Journal of Education and Learning 6, no. 4 (2017): 372. http://dx.doi.org/10.5539/jel.v6n4p372.

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Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involv

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Saint-Laurent, Lise, Jean Dionne, Jocelyne Giasson, Éagide Royer, Claude Simard, and Brigitte Piéarard. "Academic Achievement Effects of an in-Class Service Model on Students with and without Disabilities." Exceptional Children 64, no. 2 (1998): 239–53. http://dx.doi.org/10.1177/001440299806400207.

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This article presents the results of a study designed to evaluate the impact of an in-class service model on the achievement of students at risk of school failure. The model, which included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction was implemented for 1 school year in 13 different schools. Significant effects were found on writing scores for students at risk and on reading and mathematics scores for general education students. No significant treatment effects were detected for students with learning disabilities. The findings co

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Cooper, Crystal S. "Using Collaborative/Consultative Service Delivery Models for Fluency Intervention and Carryover." Language, Speech, and Hearing Services in Schools 22, no. 3 (1991): 152–53. http://dx.doi.org/10.1044/0161-1461.2203.152.

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Approaches to working with school personnel to enlist their involvement and assistance in fluency assessment and treatment programs in their schools are described. An environmental approach to the evaluation of fluency, including observations of students in a variety of academic and social situations in addition to information-exchange meetings and interviews between clinician and school personnel is described. A classroom-based fluency program using collaborative service delivery models is presented.

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21

Ng, Sharon S. N., and Esther Y. M. Chan. "School—University Partnership: Challenges and Visions in the New Decade." Global Studies of Childhood 2, no. 1 (2012): 38–56. http://dx.doi.org/10.2304/gsch.2012.2.1.38.

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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for co

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22

Schmidt, Heather, Gayle Broad, Christine Sy, and Rosalind Johnston. "Nog-da-win-da-min: A Collaborative Consultation with First Nations about Children’s Well-being." First Peoples Child & Family Review 7, no. 1 (2020): 84–98. http://dx.doi.org/10.7202/1068867ar.

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The history of the relationship between child welfare agencies in Canada and First Nations has been fraught with pain, and the removal of children from their families and communities is often described as an attempted cultural genocide. The realities of colonization, residential schools, and the “60s scoop” have created a legacy of pain and distrust which can be difficult for today’s Native child welfare services to address. Nog-da-win-da-min Family and Community Services (NFCS) is an Anishinaabe agency that decided to consult with its seven member communities in order to obtain their input ab

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23

Witt, Joseph C. "Collaboration in School-Based Consultation: Myth in Need of Data." Journal of Educational and Psychological Consultation 1, no. 4 (1990): 367–70. http://dx.doi.org/10.1207/s1532768xjepc0104_9.

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24

Erchul, William P. "On Dominance, Cooperation, Teamwork, and Collaboration in School-Based Consultation." Journal of Educational and Psychological Consultation 3, no. 4 (1992): 363–66. http://dx.doi.org/10.1207/s1532768xjepc0304_5.

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25

Baker, Stanley, Tracie Robichaud, Victoria Westforth Dietrich, Stacy Wells, and Rachel Schreck. "School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership." Professional School Counseling 12, no. 3 (2009): 200–206. http://dx.doi.org/10.5330/psc.n.2010-12.200.

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Baker, Stanley B., Tracie A. Robichaud, Victoria C. Westforth Dietrich, Stacy C. Wells, and Rachel E. Schreck. "School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership." Professional School Counseling 12, no. 3 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200301.

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27

Nevin, Ann, Jacqueline Thousand, Phyllis Paolucci-Whitcomb, and Richard Villa. "Collaborative Consultation: Empowering Public School Personnel to Provide Heterogeneous Schooling for All-or, Who Rang That Bell?" Journal of Educational and Psychological Consultation 1, no. 1 (1990): 41–67. http://dx.doi.org/10.1207/s1532768xjepc0101_3.

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28

Raciti, Sebastian (Nello). "Parents and educators: Partners working together in an inclusive setting." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 33–49. http://dx.doi.org/10.1017/s1037291100002132.

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Parents have the right to participate in the educational planning for their child with a disability, however they often need assistance when interacting with professionals to ensure the best programs for their children. Professionals also require guidelines and opportunities to develop appropriate communication skills when interacting with other professionals and parents. This paper investigates the level of participatory decision-making which exists between parents and professionals, and professionals amongst themselves. The present thrust for including children with a disability in mainstrea

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Alston-Abel, Nicole Lynn, and Virginia W. Berninger. "Relationships Between Home Literacy Practices and School Achievement: Implications for Consultation and Home–School Collaboration." Journal of Educational and Psychological Consultation 28, no. 2 (2017): 164–89. http://dx.doi.org/10.1080/10474412.2017.1323222.

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30

Willy Lima, Kadian Northover, Greogery Hewitt, and Prof. Enid F. Newell-McLymont. "Teacher Collaboration: The Need for Trust in the Classroom Context." International Journal of Engineering and Management Research 11, no. 2 (2021): 152–63. http://dx.doi.org/10.31033/ijemr.11.2.22.

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Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context. Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive ed

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Fan, Chung-Hau, Jennifer L. Gallup, I.-Chen Wu, and Jeremy W. Ford. "An Examination Of The Roles Of State School Psychology Consultants." Contemporary Issues in Education Research (CIER) 11, no. 3 (2018): 99–112. http://dx.doi.org/10.19030/cier.v11i3.10181.

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With the increasing visibility of state school psychology consultants (SSPCs) across the nation, there is a pressing need to understand their roles and functions relative to serving their stakeholders. In addition, it is unclear whether current SSPC job responsibilities are aligned with the National Association of School Psychologists’ (NASP) practice model, which can help ensure the quality of school psychological service delivery. A qualitative case study design was conducted with interviews to examine the job responsibilities of SSPCs (e.g., provision of consultation, policy guidance, profe

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Lee, Madeline Y., Laura Danna, and Douglas W. Walker. "Classroom–Community Consultation (C3) 10 Years after Hurricane Katrina: A Retrospective Look at a Collaborative, School-Based Referral Model." Children & Schools 39, no. 2 (2017): 119–27. http://dx.doi.org/10.1093/cs/cdx006.

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Bellinger, Skylar A., Steven W. Lee, T. Rene Jamison, and R. Matthew Reese. "Conjoint Behavioral Consultation: Community–School Collaboration and Behavioral Outcomes Using Multiple Baseline." Journal of Educational and Psychological Consultation 26, no. 2 (2016): 139–65. http://dx.doi.org/10.1080/10474412.2015.1089405.

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34

Conwill, William L. "Consultation and Collaboration: An Action Research Model for the Full-Service School." Consulting Psychology Journal: Practice and Research 55, no. 4 (2003): 239–48. http://dx.doi.org/10.1037/1061-4087.55.4.239.

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35

Knotek, Steven E., Leslie M. Babinski, and Dwight L. Rogers. "Consultation in New Teacher Groups: School Psychologists Facilitating Collaboration Among New Teachers." California School Psychologist 7, no. 1 (2002): 39–50. http://dx.doi.org/10.1007/bf03340888.

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36

Knotek, Steve. "BOOK AND MATERIAL REVIEWS: Psychological consultation and collaboration in school and community settings (3rd ed.); Psychological consultation and collaboration in school and community settings: A casebook (3rd ed.); Psychological consultation and collaboration in school and community settings: Instructor's manual with test bank (3rd ed.)." Journal of Educational and Psychological Consultation 13, no. 3 (2002): 265–69. http://dx.doi.org/10.1207/s1532768xjepc1303_08.

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37

Winterton, Jules. "A library for the modern law school: a statement of standards for university law library provision in the United Kingdom - 2003 revision." Legal Studies 23, no. 4 (2003): 690–710. http://dx.doi.org/10.1111/j.1748-121x.2003.tb00233.x.

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The Statement of Standards for University Law Library Provision is a comprehensive and flexible set of Standards providing authoritative guidance, representing a broad consensus of views, for Law Schools and law librarians. The Standards were drawn up by a consultative group established by the Libraries Committee of the Society, and approved by the Society after extensive consultation with academic, professional and governmental bodies. The Standards cover the whole range of issues relating to the operation of a Law Library including its relationship with the Law School, its management, collec

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38

Kuntz, Emily M., and Erik W. Carter. "Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes." Research and Practice for Persons with Severe Disabilities 46, no. 1 (2021): 35–52. http://dx.doi.org/10.1177/1540796921992518.

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Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student’s academic engagement w

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Finlay, Ann, Johanna Mejia, and Trudy Ricketts. "From Problem to Solution: Working Together to Make a Difference." Australian Educational and Developmental Psychologist 26, no. 1 (2009): 63–86. http://dx.doi.org/10.1375/aedp.26.1.63.

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AbstractIn line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration betw

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Grossman, Janet, Jay Hirsch, Dorothea Goldenberg, et al. "Strategies for School-Based Response to Loss: Proactive Training and Postvention Consultation." Crisis 16, no. 1 (1995): 18–26. http://dx.doi.org/10.1027/0227-5910.16.1.18.

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The suicide of a student or staff member is one of the most difficult crises confronting a high school. This article describes the first year of a school-based postvention program to train and consult with crisis personnel in a structured response to this crisis. Responding to Loss (RTL) is one program offered by Community Action for Youth Survival, a project of the Ronald McDonald Children's Charities. Serving a contiguous three county urban area, this program integrates public health, epidemiological, psychiatric, and prevention paradigms to provide a comprehensive approach to the aftermath

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Lau, F., E. Borycki, D. Protti, and A. Kushniruk. "The School of Health Information Science at the University of Victoria: Towards an Integrative Model for Health Informatics Education and Research." Yearbook of Medical Informatics 15, no. 01 (2006): 159–65. http://dx.doi.org/10.1055/s-0038-1638477.

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SummaryThere is an increasing need for well qualified health informatics practitioners and for educational programs that produce them. Since 1981, the School of Health Information Science at the University of Victoria has delivered a range of educational programs in health informatics. The School’s objective has been to produce graduates who can assume a range of roles in health informatics, including managers, developers, researchers and evaluators of health care systems.The approach taken by the School has been to provide an integrated “holistic” approach to health informatics education that

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Lago-Delello, Ellie. "Classroom Dynamics and the Development of Serious Emotional Disturbance." Exceptional Children 64, no. 4 (1998): 479–92. http://dx.doi.org/10.1177/001440299806400404.

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This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a sig

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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.

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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a hea

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Hayden, Laura, Meghan Ray Silva, and Kaitlin Gould. "Revealing School Counselors’ Perspectives on Using Physical Activity and Consulting with Coaches." Professional School Counseling 21, no. 1 (2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.1.

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This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”." Psychology in the Schools 41, no. 4 (2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly, and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and “Futures”." School Psychology Review 33, no. 1 (2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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47

Salas Rueda, Ricardo Adán. "USE OF THE FLIPPED CLASSROOM TO DESIGN CREATIVE AND ACTIVE ACTIVITIES IN THE FIELD OF COMPUTER SCIENCE." Creativity Studies 13, no. 1 (2020): 136–51. http://dx.doi.org/10.3846/cs.2020.10336.

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The objective of this quantitative research is to analyze the impact of the flipped classroom in the educational process on computer science considering data science and machine learning. This study proposes the consultation of YouTube videos (before class), collaborative work through MySQL software (during class) and individual work through MySQL software (after class) in the database subject. The results of machine learning (linear regression) indicate that school activities before, during and after the class positively influence the assimilation of knowledge and development of skills on the

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Paul, Nadine, Sae Kohara, Gursharan Kaur Khera, and Ramith Gunawardena. "Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint." JMIR Medical Education 6, no. 2 (2020): e22926. http://dx.doi.org/10.2196/22926.

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The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching an

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Furqon, Ahmad. "School Based Teacher Development Study About a School as Professional Learning Community." Educational Administration Research and Review 3, no. 1 (2019): 10–21. http://dx.doi.org/10.17509/earr.v3i1.21712.

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The teacher's understanding of CPD is still very low. The main objective of this research is to obtain a picture of school-based teacher development through PLC in the continuous professional development in schools.The research method used is qualitative method. Pre-field includes literature review and field survey. Phase of field work, researcher entered the field in order to collect data. In the data analysis phase the researcher conducts a series of qualitative data analysis process up to the interpretation of the data. In addition, the process of data triangulation compared with library th

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D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps, and Emilia Lopez. "INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"." Journal of Educational and Psychological Consultation 15, no. 3 (2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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