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1.
Previous research investigating the job satisfaction of school psychologists has consistently identified two major sources of dissatisfaction: school system policies and practices, and advancement opportunities. This study utilized a modified form of the Minnesota Satisfaction Questionnaire and a demographic data form to identify predictors of satisfaction with these two aspects of the school psychologist's job. Regression analyses identified six predictors of satisfaction with school system policies/practices, which accounted for 22% of the variance, and five predictors of satisfaction with advancement opportunities, which accounted for 17% of the variance. Discriminant function analyses indicated that the identified predictors could correctly classify 66.37% and 64.56%, respectively, of school psychologists as satisfied or dissatisfied with policies/practices and advancement opportunities. Results are discussed in terms of their practical significance for school psychologists.  相似文献   

2.
The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero‐tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff.  相似文献   

3.
Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user‐generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however, there have not been any consistent ethical guidelines or standards among training programs relating to how trainers, graduate students, and practitioners should use social networking and social media professionally. This article draws on the current yet limited research on social networking and social media, and addresses the ethical challenges when managing both professional and personal online identities in school psychology. Two relevant case scenarios are discussed, along with suggested guidelines for developing technological policies for school psychologists. Future directions in research and practical implications for trainers, graduate students, and practitioners are explored.  相似文献   

4.
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.  相似文献   

5.
This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

6.
Schools' ability to manage student misbehavior rests largely on students' perceptions of the discipline system and authority. According to the procedural justice perspective, when schools use discipline practices students perceive as unfair, they fail to see authority as legitimate, making them less likely to comply with rules and demand. Youth Court, a peer adjudication program, has been implemented in schools as an alternative to punitive policies. While effective, there is no current research that examines if Youth Court creates procedural justice and legitimate authority. Using qualitative data from three urban schools, this study investigates the fairness of Youth Court procedures within a procedural justice framework, as well as perceptions of primary discipline practices and authority. Findings revealed that each school still largely uses punitive policies that create procedural unfairness and undermine legitimate authority. Additionally, findings indicate Youth Court utilizes practices that allow for procedural justice that foster legitimate authority.  相似文献   

7.
Rural communities often contain unique features that separate them from more urban communities. Although a body of research is devoted to ethical considerations for psychologists working in rural communities as a whole, much less current research is focused on working in rural schools. This paper specifically highlights ethical considerations regarding competence, multiple relationships, and confidentiality. Given that access to services within the community may be limited, school psychologists may encounter cases that are outside of their area of competence. Furthermore, due to the interconnectedness present in many rural communities, psychologists frequently have multiple relationships with those whom they have professional contact. Confidentiality may be compromised when families and school personnel also have multiple relationships. These factors must be considered by psychologists working in rural schools, and steps must be taken at the outset of practice to ensure ethical compliance. More specific means of obtaining this compliance are discussed in this paper.  相似文献   

8.
Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.  相似文献   

9.
For over 40 years, the special education category Emotional Disturbance (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct‐laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94–142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category.  相似文献   

10.
The traditional approach to behaviour problems in secondary schools has been reactive and largely negative. The introduction in recent years of a systems perspective was due to general dissatisfaction with the effectiveness of the traditional problem‐focused model and to a recognition of the benefits that preventive practices might bring. The reports of whole‐school innovations, which are available, are encouraging. However, to date only certain types of systems interventions have been thoroughly evaluated and there is a need for more empirical data. This review also considers the practical implications for educational psychologists in introducing new approaches to secondary schools.  相似文献   

11.
We investigated school psychologists’ experiences of ethical strain (the frequency of ethical dilemmas at work and the stress caused by these dilemmas) and dilemma‐related rumination outside working hours. Individual latent profiles were estimated at the study baseline based on these three dimensions. The psychologists’ weekly well‐being (vigor, exhaustion, and sleep quality) was compared against their profile during the following three working weeks. The sample included 133 school psychologists, among whom four groups were identified: Low ruminators (39%), an Intermediate group (39%), High ruminators (20%), and Atypical outliers (2%). High ruminators fared least well in terms of weekly well‐being. Of all the groups, they reported the lowest levels of vigor, the highest levels of exhaustion, and the lowest sleep quality. The study contributes to understanding how psychologists differ in their experiences of ethical strain, and highlights the role of ruminating: mental detachment from ethical demands is especially important for school psychologists’ well‐being.  相似文献   

12.
As school-based action research has taken a higher profile in UK schools, the place of ethics warrants particular attention. This paper draws on evidence from a taught online Master of Education course collated via chat room discussion where 53 researching teachers were asked to explore policy within their own institution regarding school-based action research ethics. None of these teachers identified the existence of any such policies but described instead current practices. We analysed their reported school-based action research practices and discovered three major categories of response: the unexamined use of gatekeepers; the unsupported use of existing ethics guidelines (such as those of the British Educational Research Association); and the conflation of legal and ethical demands by schools. We raise questions relating to the relationship between ethics and education and call for all those involved in school-based action research to take part in developing action research ethical policy in school.  相似文献   

13.
Schools have marched into the digital age–but have classroom management and school discipline followed suit? Analyzing the content and methodologies of over two decades of empirical research in ERIC, this systematic literature review describes how the field has conceived of technology’s roles in classroom management and school discipline. These roles include training teachers, supporting educators’ day-to-day practices, and promoting self-discipline or self-regulation among students. A variety of tools were applied, including but not limited to videos, 3D simulations, and web-based apps. Strengths and limitations of this body of scholarship are discussed, including suggestions for keeping pace with emerging practices.  相似文献   

14.
《教育政策杂志》2012,27(1):23-45
ABSTRACT

Public policies have a moral order, an ethical horizon. They offer a vocabulary of imagined micro-policies. Using the case of Chile, this paper examines the ways in which accountability policies are reworked within schools and how they affect actors’ subjectivities. It adds new findings to the existing body of research on school accountability policies, offering in-depth evidence based on the case of Chile, which has a high-stakes testing model and a widespread competitive voucher system. The research is based on case studies of ten public and private subsidised schools, framed by a sociological perspective of policy enactment theory. The research findings show the ways that accountability policies are recreated, expanded, and intensified at the local level, permeating an ethic of competition. The analysis focuses on three qualitative trends: school actors’ sense-making of test scores and labels; zones of safety and risk for teachers under an accountability regime; and the emergence of a sticky web of persuasion, surveillance, and coercion among school members in order to improve performance. The practices examined are not understood as ‘secondary effects’ or an ‘implementation problem’, as if they occur unconnected from the policy rationale. The outcomes are consistent with the policy itself in interaction with school life.  相似文献   

15.
Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This study sought to explore and identify local leadership practices influenced by socio-cultural factors through in-depth interviews with principals and teachers from six different senior secondary schools in Malang Regency, Indonesia. Key local practices were identified: monitoring learning hours, improving the welfare of teachers, focusing on students’ character building, encouraging students’ participation in extracurricular programmes, increasing standards, and building partnership with stakeholders. Although some of the practices are similar to those recognised by empirical studies done in Western school context, others reflect local leadership practices influenced by school conditions, social practices, and economic factors. The findings imply that in Indonesian schools, practices of leadership are directly and indirectly dictated by the policies regulated by the government. This strong influence of government can be the impediment for school leaders to make necessary initiatives to promote instructional improvements in their schools.  相似文献   

16.
The development of ethical standards by professional associations, boards, councils and colleges of teachers, responds in part to a moral imperative that teachers and school leaders be accountable to the wider community, and in part to a desire to enhance the overall professionalism of educators' behaviour. This article explores the conceptual and practical complexities inherent in defining ethical standards for the teaching profession with a particular focus on their questionable capacity for implementation. In combining empirical evidence from previously reported research studies with newly fabricated first person narrative responses to the evidence, the article seeks to illustrate the difficulty, if not the impossibility, of applying ethical standards to actual situations in any professionally and ethically satisfying way. It argues further that moral dilemmas facing teachers are potentially resolvable only by communities of educators internalizing and applying principles of ethics, not formalized codes or standards.  相似文献   

17.
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identification of patterns of worldviews and practices that underpin the development of sustainable inclusive school proposals, as well as an understanding of the complex interrelationship between context, resources, opportunities, threats and teaching approaches that define particular dynamics. The findings obtained help to illustrate and provide inspiration for other schools committed to defending the basic rights of all children and young people, as well as designers of educational policies and programmes.  相似文献   

18.
The present paper describes the past, current, and suggested future practices in the delivery of school psychological services at the high school level. Because high schools differ from elementary and middle schools (i.e., organizational structure, student characteristics and needs, etc.), school psychologists need to use different approaches in the delivery of services at the secondary level. It is proposed that school psychologists must become integrated into the total social system of the high school to be most effective. Methods for accomplishing this objective, including collaboration with other school personnel and utilization of community resources, are discussed.  相似文献   

19.
The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty‐three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying theoretical framework, specifically Cattell‐Horn‐Carroll (CHC) theory. Despite this finding, the majority of those sampled continue to engage in traditional assessment practices that are not consistent with CHC theory. Furthermore, the majority of those sampled reported that they assess culturally and linguistically diverse students and modify their practices when doing so. Unfortunately, the modifications endorsed by those surveyed might be discriminatory. The implications of these findings are discussed herein.  相似文献   

20.
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.  相似文献   

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