TY - JOUR
AU - Evans, Susan B.
AB -  Meeting the needs of the mildly handicapped student within the general classroom is a current charge to educators, with increased use of specialist/teacher consultation widely recommended as a means to achieve this goal. Efforts to gain acceptance for the consulting teacher model depend on the support of general classroom teachers. The Concerns Based Adoption Model (CBAM) provides a conceptual and practical framework for facilitating such acceptance. This experimental study hypothesized that teachers receiving instruction aligned to their own CBAM Stage of Concern would resolve concerns about the consulting teacher model. Results showed Information Stage concerns to be significantly reduced. The greatest reduction of concern occurred for intervention geared to the Management Stage, suggesting that intervention stressing organizational detail may be more effective for early Informational Stage subjects than general descriptive material. Implications for the preservice and inservice levels are discussed. 
TI - Modifying Classroom Teachers' Acceptance of the Consulting Teacher Model
JF - Journal of Educational and Psychological Consultation
DO - 10.1207/s1532768xjepc0102_6
DA - 1990-06-01
UR - https://www.deepdyve.com/lp/taylor-francis/modifying-classroom-teachers-apos-acceptance-of-the-consulting-teacher-9vaDB0D6Y4
SP - 189
EP - 200
VL - 1
IS - 2
DP - DeepDyve
ER -