Abstract

Using consultative services to help faculty improve their teaching is the topic of this paper. A basic assumption of the model is that teachers’ behaviors in the classroom stem from their implicit theories of teaching. A description of the consultative model is presented. An abbreviated case study illustrates each phase of the model.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 195-206
Launched on MUSE
2017-02-01
Open Access
No
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