This special issue addresses the three core issues of theoretical base, the consultant's line of responsibility, and application in educational settings. The first article presents a theoretical perspective on consultee-centered consultation from cognitive change theory and constructivist notions. The remaining papers each present concepts and results from empirical investigations that examine the process of consultee-centered consultation in the context of school settings. The goal of this issue is that readers form a new and more complex view of consultee-centered consultation.
Volume 14, Numbers 3 & 4, 2004
Contents: S.E. Knotek, J. Sandoval, Special Issue Introduction: Current Research in Consultee-Centered Consutaion. J. Sandoval, Constructing Conceptual Change in Consultee-Centered Consultation. I. Hylander, Towards a Grounded Theory of the Conceptual Change Process in Consultee-Centered Consultation. L. Webster, S.E. Knotek, L.M. Babinski, D.L. Rogers, M.M. Barnett, Mediation of Consultee's Conceptual Development in New Teacher Groups: Using Questions to Improve Coherency. S.E. Knotek, S.A. Rosenfield, T.A. Gravois, L.M. Babinski, The Process of Fostering Consultee Development During Instructional Consultation. C.L. Ingraham, Multicultural Consultee-Centered Consultation: When Novice Consultants Explore Cultural Hypotheses With Experienced Teacher Consultees. W.B. Pryzwansky, Commentary: Finally, A Contemporary Treatment of Consultee-Centered Consultation. THE CONSULTANT'S CORNER. J. Alpert, H. Duckworth, Terrorism, Terrorism Threat, and the School Consultant. BDIVERSITY IN CONSULTATION. J.J. Washburn, T. Manley, Jr., F. Holiwski, Teaching on White Racism: Tools for Consultant Training. BBOOK AND MATERIAL REVIEWS. J.L. Kernes, Child Abuse and Neglect The School's Response, by Connie Burrows Horton and Tracy K. Cruise. V.L. Williams, Traumatic Brain Injury in Children and Adolescents, by Margaret Semrud-Clikeman.