Saying and Doing the Right Things: A Comparison of Teacher and Student Psychologist Intervention Knowledge and Competencies.

Autor/inn/en	Nicholas, Peter M.; Olympia, Daniel; Jenson, William
Titel	Saying and Doing the Right Things: A Comparison of Teacher and Student Psychologist Intervention Knowledge and Competencies.
Quelle	(2001), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Techniques; Elementary Education; Elementary School Teachers; Intervention; School Psychologists; Surveys; Training + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Survey; Umfrage; Befragung; Ausbildung
Abstract	A study was conducted to look at various types of classroom interventions used by teachers and school psychologists in elementary schools. Variables were studied that could influence their choice in intervention selection. Differences in teacher and school psychologist training and geographic location were compared. Survey data were collected from Des Moines, Iowa; Hartford, Connecticut; Atlanta, Georgia; and Salt Lake City, Utah. In Salt Lake City, in addition to the surveys, investigators went to the survey sites to observe permanent products in the classroom and to interview the teachers. Most respondents held the belief that the least intrusive, more positive interventions were preferable to more intrusive, aversive interventions. Some regional differences were noted. Differences were also seen in the type of training teachers and school psychologists received. A higher endorsement for intervention usage was obtained from interviews than from survey data. (JDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01