School Psychology from an Instructional Perspective: Solving Big, Not Little Problems.

Shapiro, Edward S.

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Peer reviewed

ERIC Number: EJ665826

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

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School Psychology from an Instructional Perspective: Solving Big, Not Little Problems.

Shapiro, Edward S.

School Psychology Review, v29 n4 p560-72 2000

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention programs should become a key component of school psychology practice. (Contains 76 references.) (GCP)

Descriptors: Academic Ability, Early Intervention, Instructional Development, Prevention, Problem Solving, Resilience (Personality), School Psychologists, School Psychology, Theory Practice Relationship

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Topic: "School Psychology in the 21st Century." For related articles, see CG 560 058-075.