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School Psychology: Recent Descriptions, Continued Expansion, and an Ongoing Paradox
15 references·1 citing·41 second hop
School Psychology: Recent Descriptions, Continued Expansion, and an Ongoing Paradox (2002)School Psychology: Recent Descriptions, C…Relationships Among the Professional Practices and Demographic Characteristics of School Psychologists (2002)Relationships Among the Profe…Regional Differences in School Psychology Practice (2002)Regional Differences in Schoo…New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students (2002)New Roles for School Psycholo…A Review and Analysis of Constructivism for School-Based Practice (2002)A Review and Analysis of Cons…Schools, Society, and School Psychologists (2001)Schools, Society, and School …The Present and Future Status of School Psychology in the United States (2000)The Present and Future Status…The Ecology of School Psychology: Examining and Changing Our Paradigm for the 21st Century (2000)The Ecology of School Psychol…IDEA Amendments of 1997 (1999)IDEA Amendments of 1997Best Practices in School Psychology IV (1995)Best Practices in School Psyc…School Psychology Past, Present, and Future (1993)School Psychology Past, Prese…Practicing school psychologists: Their characteristics, activities, and populations served. (1984)Practicing school psychologis…Psychology applied to education: A specialty in search of an identity. (1983)Psychology applied to educati…The Handbook of School Psychology (1982)The Handbook of School Psycho…School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence (1978)School psychologists at three…School psychologists at mid-century. (1958)School psychologists at mid-c…Short forms in psychological assessment--Ethical and forensic concerns for school psychology: Comment on Thompson, LoBello, Atkinson, Chisholm, and Ryan (2004). (2005)Short forms in psychological …Intelligent testing and the discrepancy model for children with learning disabilities. (1998)Integrating positive psychology into schools: Implications for practice (2003)Positive psychology goes to school: Are we there yet? (2003)Evidence on multicultural training in school psychology: Recommendations for future directions. 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(2003)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)Conceptualizing Teacher Professional Learning (2011)Teacher perceptions of consultation services provided by school psychologists. (1980)On Such a Full Sea (1981)Consultation in the Schools: The Relationship Between Preservice Training, Perception of Consultative Skills, and Actual Time Spent in Consultation (1992)
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References

  • 1982The Handbook of School Psychology1,862 cited
  • 1995Best Practices in School Psychology IV1,328 cited
  • 2000The Ecology of School Psychology: Examining and Changing Our Paradigm for the 21st Century358 cited
  • 1993School Psychology Past, Present, and Future292 cited
  • 2002Regional Differences in School Psychology Practice198 cited
  • 2000The Present and Future Status of School Psychology in the United States187 cited
  • 1984Practicing school psychologists: Their characteristics, activities, and populations served.133 cited
  • 1958School psychologists at mid-century.124 cited
  • 1978School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence114 cited
  • 2002A Review and Analysis of Constructivism for School-Based Practice110 cited
  • 2002Relationships Among the Professional Practices and Demographic Characteristics of School Psychologists100 cited
  • 2002New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students78 cited
  • 1983Psychology applied to education: A specialty in search of an identity.77 cited
  • 2001Schools, Society, and School Psychologists61 cited
  • 1999IDEA Amendments of 1997

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24 cited

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  • 2005Short forms in psychological assessment--Ethical and forensic concerns for school psychology: Comment on Thompson, LoBello, Atkinson, Chisholm, and Ryan (2004).1 cited