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Journal Articles
Back to Resources Gravois, T.A., & Rosenfield, S. A. (2006). Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education. Journal of Remedial and Special Education, 27(1), 42-52.
Gravois, T. A., Knotek,
S. & Babinski, L. (2002). Educating practitioners as consultants:
Development and implementation of the instructional consultation
team consortium. Journal of Educational and Psychological
Consultation, 13(1&2), 113-132.
Gravois, T. A., &
Rosenfield, S. (2002). A multi-dimensional framework for the evaluation
of instructional consultation teams. Journal of Applied School
Psychology, 19(1), 5-29.
Gravois, T., Rosenfield,
S., & Greenberg, B. (1992). Establishing reliability for coding
implementation concerns of school-based teams from audiotape. Evaluation Review, 16, 562-569.
Gravois, T.A., Rosenfield,
S., & Vail, P.L. (1999). Achieving effective and inclusive
school settings: A guide for professional development. Special
Services in the Schools, 15, 145-170. (Co-published
simultaneously in S. I. Pfeiffer & L. A. Reddy (Eds.). Inclusion
Practices with Special Needs Students: Theory, Research, and Application
(pp.145-170). Binghamton, NY: Haworth Press.)
Knotek, S. E., Rosenfield, S., Gravois, T. A., & Babinski, L. (2003). The process of fostering consultee development during instructional consultation. Journal of Educational and Psychological Consultation, 14(3&4), 303-328.
Rosenfield, S.A. (2002).
Developing instructional consultants: From novice to competent
to expert. Journal of Educational and Psychological Consultation,
13(1&2) 97-111.
Rosenfield, S. (1995).
The practice of instructional consultation. Journal of Educational
and Psychological Consultation, 6(4), 317-327.
Rosenfield, S. (1994).
Facilitating the transfer of psychological knowledge to schools
through instructional consultation. New Jersey Journal of
School Psychology, 4, 3-9.
Rosenfield, S. (1992).
Developing school-based consultation teams: A design for organizational
change. School Psychology Quarterly, 7, 27-46.
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