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Consulting in education and training :King, Rosalind I. Unknown Date (has links)
Thesis (MEd)--University of South Australia, 1997
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A study of the functions performed by external consultants as perceived by selected Wisconsin school board presidents and superintendentsRichards, Dennis E. January 1982 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 88-92).
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THEORETICAL POSITIONS AND BAYESIAN ESTIMATIONS OF LEARNING DISABILITY SPECIALISTSKaiser, Charles John, 1927- January 1974 (has links)
No description available.
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The qualifications and role of the mathematics specialist in the elementary school.Newman, Claire M. January 1965 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Howard F. Fehr. Dissertation Committee: Myron F. Rosskopf. Includes bibliographical references.
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Contours and consequences of school-change coaching within a whole-school reform context /Marzolf, Elizabeth Ann. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 202-209).
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The roles of evaluation specialists in Title I and Title III Elementary and Secondary Education Act projects /Owens, Thomas R. January 1968 (has links)
No description available.
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A survey of educational consultants and their role in the recruitment and selection of school superintendents.Tieman, Philip Edward January 1968 (has links)
No description available.
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THE IDENTIFICATION OF BEHAVIORS, AND INDIVIDUAL CHARACTERISTICS INFLUENCING PROBLEM IDENTIFICATION IN BEHAVIORAL CONSULTATIONNeumann, Albert Joseph January 1981 (has links)
The present study investigated the effects of consultant verbalizations on consultee verbalizations related to the specification and measurement of client behaviors and descriptions of client individual characteristics (i.e., traits). Statement categories for both the consultant and the consultee were related to the interview-outcome measure, i.e., the number of days of baseline collected by the consultee subsequent to the problem-identification interview. The present study also examined the relationship between the number of days of data collection agreed upon by the consultant and the consultee in the problem-identification interview (the interview-content measure) and the interview-outcome measure. The consultant's use of elicitation or emission in the selection of the interview-content measure was also related to the interview-outcome measure. Interviews of 50 consultants trained in behavioral consultation and participating in a field experience with public school teachers were analyzed. Consultant and consultee verbalizations were found to be highly interrelated, although weakly related to the interview-outcome measure. The content-interview measure was related to the interview-outcome measure in that the agreed-upon number of days of data collection was positively related to the subsequent collection of the same number of days of data. The odds that a consultee would return with the agreed-upon number of days of data (or more) as opposed to less than the agreed-upon number were found to be roughly six times greater for consultants who elicited rather than emitted the number of days of baseline to be collected.
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ROLE-ANALYSIS OF RESOURCE TEACHERS OF CHILDREN WITH LEARNING DISABILITIES AND EDUCABLE MENTAL RETARDATIONMcLoughlin, James A. January 1973 (has links)
No description available.
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Parental satisfaction with phycho-educational consultationLester, Larry G. January 2006 (has links)
Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 19 pages. Bibliography: p. 15-17.
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