Reconsidering the Scientist-Practitioner Model for School Psychology Practice

Abstract

A reconsideration of the scientist-practitioner model is presented, following a brief historical account of its foundations and assumptions. The present reconsideration incorporates viewpoints of science both as a knowledge base and methods of knowing what is true, with a social constructionism perspective. Suggestions for implementing the scientist-practitioner model in school psychology practice are presented, guided by an “experimenting society” approach to professional practice with an emphasis on critical student outcomes.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 44 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.