Bringing Social Justice Principles to Practice: New Practitioners Speak

Autor/inn/en	Jenkins, Kisha V.; Shriberg, David; Conway, Devyn; Ruecker, Dana; Jones, Haley
Titel	Bringing Social Justice Principles to Practice: New Practitioners Speak
Quelle	In: Contemporary School Psychology, 22 (2018) 1, S.63-76 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0129-y
Schlagwörter	Social Justice; Educational Principles; Educational Practices; Qualitative Research; School Psychology; Graduate Surveys; Experiential Learning; Semi Structured Interviews; Theory Practice Relationship; Barriers; Program Implementation; School Psychologists; Advocacy; Training Methods; Models; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsprinzip; Bildungspraxis; Qualitative Forschung; Schulpsychologie; Experiental learning; Erfahrungsorientiertes Lernen; Theorie-Praxis-Beziehung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sozialanwaltschaft; Didaktik; Trainingsmaßnahme; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Using consensual qualitative research methods, this qualitative study explored how nine recent graduates, all graduating within the past 7 years from an overtly social justice-oriented school psychology program, were experiencing social justice in practice. Semistructured interviews were conducted covering the following three theme areas: defining social justice, potential application of social justice principles to their practice, and evaluating their graduate training on social justice relative to their experiences as practitioners. Practitioners discussed barriers faced when implementing social justice in practice, and ways training programs can more effectively prepare trainees for advocacy work. The implications of this research include informing school psychology training models for social justice and stimulating the impetus for greater acknowledgment and emphasis on social justice research in school psychology literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01