Research in School Consultation: A Content Analysis of Selected Journals.

Autor/inn/en	Alpert, Judith L.; Yammer, M. David
Titel	Research in School Consultation: A Content Analysis of Selected Journals.
Quelle	(1982), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Behavioral Science Research; Consultation Programs; Content Analysis; Educational Psychology; Literature Reviews; Mental Health; Organizational Development; Research Design; Research Methodology; Research Problems; School Counseling; School Psychologists + Suchen Sie Ihr Suchwort? Fachberatung; Inhaltsanalyse; Erziehungspsychologie; Pädagogische Psychologie; Psychohygiene; Organisationsentwicklung; Forschungsdesign; Research method; Forschungsmethode; Forschungskritik; School counselling; Pädagogische Beratung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	The complexity of the school consultation field points to the need for review of the current state of the field. To further understanding of the content and methodology utilized in consultation research, a content analysis of research articles published over the last 12 years considered the following areas: type of consultation, subject matter, setting for consultation research, research design, statistical techniques, and methodology. Analysis of articles published in the Journal of School Psychology (49 issues), Psychology in the Schools (49 issues), Professional Psychology (57 issues), and School Psychology Review (10 issues) from 1970 to mid-1982 showed that: (1) approximately 75% of consultation research concerned behavioral consultation (as opposed to mental health and organizational development consultation); (2) most research focused on individual cases rather than administrative programs, and was concerned with remediation rather than prevention; (3) most studies concerned outcome only; (4) over 50% of the research was conducted in elementary schools, while junior high school, high school, college, and special education settings received little attention; (5) comparison groups were not used routinely; (6) baseline studies and survey questionnaires were the most common research methods used; and (7) few studies used sophisticated statistical techniques. (WAS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01