Suggests that an organizational perspective on the school psychologist's role can provide a basis for integrating disparate activities, reduce ambiguity produced by lack of role consensus, and facilitate more effective role behavior. Implications for practice, training, and research in school psychology are discussed. (JAC)

Provides an overview of mentoring and networking and encourages helping professionals to explore the literature and processes of mentoring and networking to use and extend these ideas as they work with students and clients toward life goals. (JAC)

Describes how to choose a consultant and what to expect of him, as well as consultee responsibility. (GB)

While teachers in Michigan accept the school social worker, they do not fully understand the role. Indications point to need for indentification of the position. (CJ)

Forty child study teams were observed and verbal behaviors of classroom teachers in those teams were analyzed. Teachers in an experimental program stressing role clarification spoke significantly more than any other participants. Parents were most frequently addressed by other team members. (CL)

Evaluators may attempt to form particular relationships with their clients in order to increase the probability that the evaluation findings will be used for decision making. The evaluator's interest in this relationship should not overshadow the importance of ensuring the validity of reported results. (Author/GDC)

Discusses the client-consultant relationship from both sides. Argues that a consulting breakdown can be a chance for both the client and the consultant to grow through negotiation. Lists some basic guidelines for successful consulting relationships. (PEN)

The dialogue in the field of mentoring has changed over time. In the early days mentoring was a straightforward and pragmatic means to an end: developing others. Then thorny issues started to be encountered, both in theory and in practice. Case studies are used here to illustrate the mixed fortunes experienced in contemporary times in three…

States that the term "mentoring" has been misused and that the definition has arisen from popular consensus rather than from formal definitions and empirical verification. Proposes a formal definition of mentoring. Also examines methodological approaches to mentoring research and suggests how to investigate this domain creatively. (Author/CH)

Nationally, the problem of teacher retention compounds the unstable nature of the educational situation, especially in urban, high-needs schools. Much of the instability of urban schools is due to teacher movement, the migration of teachers from school to another school within or between school districts, particularly from high-needs schools.…

The research reported in this paper explores aspects of the relationship between academics and practitioners in the context of a professional development programme. It is illustrated by qualitative data from a case study of university teachers' and secondary teachers' experiences and perceptions of a university-led in-service training course in…

The transition to independent scholar is part and parcel of the doctoral education process (Council of Graduate Schools, 2005) as well as an integral part of the socialization process that occurs while in graduate school (Weidman, Twale, & Stein, 2001). This article details the journey toward independence, rooted in the socialization process of…

What is it like to be a clinical educator? How do clinical educators experience and describe their continuing journey of becoming a clinical educator? Within the model developed in this research, dimensions of being a clinical educator were identified. These dimensions include (a) having a sense of self (and the impact of bringing self into the…

Definitions of exactly what and who constitutes a mentor are almost as numerous as the writers who have researched the subject. Being a mentor may mean being a counselor, host, guide, teacher, developer of skills and intellect, and exemplar. Co-mentoring can offer a valuable alternative to conventional mentoring relationships that are either…