Dynamic School Psychology: Perceptions between School Psychologists, Teachers, and Administrators on School Psychology Services and Paradigm Shift Theory

Autor/in	Flores, Homero
Titel	Dynamic School Psychology: Perceptions between School Psychologists, Teachers, and Administrators on School Psychology Services and Paradigm Shift Theory
Quelle	(2017), (90 Seiten) PDF als Volltext Verfügbarkeit Ph.D.(Educ.) Dissertation, Seattle Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-5488-8
Schlagwörter	Hochschulschrift; Dissertation; School Psychology; School Psychologists; Administrators; Public School Teachers; Public Schools; Disabilities; Educational Legislation; Federal Legislation; Equal Education; Surveys; Psychological Services; Attitudes; Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Public school; Öffentliche Schule; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Survey; Umfrage; Befragung; Psychologische Betreuung; Attitude; Einstellung; Verhalten; Theory; Theorie
Abstract	The purpose of this research paper is to gain current perceptions of school psychology services and paradigm shift theory in school psychology by school psychologists, teachers and administrators within public school systems. The paper will focus on the history of school psychology, federal legislation, and IDEA. Surveys were collected from school psychologists, teachers and administrators regarding perceptions of school psychology and paradigm shift theory in school psychology services. Although the results were non-significant, results of the surveys indicate similar results to previous perceptual surveys. While teachers and administrators would like more services in general from school psychologists, school psychologists remained split on actual versus preferred roles or duties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01