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Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and the Project on High Performance Learning Communities.
Peer reviewed Peer reviewed
Felner, Robert D.; Favazza, Antoinette; Shim, Minsuk; Brand, Stephen; Gu, Kenneth; Noonan, Nancy – Journal of School Psychology, 2001
Describes the School Transitional Environment Project and its successor, the Project on High Performance Learning Communities, that have contributed to building a model for school improvement called the High Performance Learning Communities. The model seeks to build the principles of prevention into whole school change. Presents findings from…
Descriptors: Academic Achievement, Educational Environment, Elementary Secondary Education, Models
A Review of School Reintegration Programs for Children with Cancer.
Peer reviewed Peer reviewed
Prevatt, Frances F.; Heffer, Robert W.; Lowe, Patricia A. – Journal of School Psychology, 2000
Descriptive articles on school reintegration programs for children with cancer are reviewed to synthesize the information of best practices for program development. Suggestions are given for school psychologists working with chronically ill children. (Author/JDM)
Descriptors: Cancer, Elementary Secondary Education, Program Development, Reentry Students
Organizational School Psychology: Issues and Considerations.
Peer reviewed Peer reviewed
Maher, Charles A.; Illback, Robert J. – Journal of School Psychology, 1982
Describes the emerging area of Organizational School Psychology (OSP) and the kinds of activities engaged in by practitioners. Factors relating to organizational readiness of schools for OSP are discussed. Practice of school psychology at the organizational level has potential to complement individual and group approaches. (JAC)
Descriptors: Consultation Programs, Counselor Role, Educational Change, Educational Trends
A Personalized Account of the Development and Status of School Psychology.
Peer reviewed Peer reviewed
Bardon, Jack I. – Journal of School Psychology, 1981
Presents an account of the development of school psychology from 1952 to the present, as viewed through the author's personal experiences. Includes graduate school's influence, counselor training, and beyond the university. Notes implications for the future, and offers a conception of what school psychology is, or should be. (Author/JAC)
Descriptors: Counselor Role, Counselor Training, Educational History, Educational Trends