Ecological/Developmental Theory, Context-Based Best Practice, and School-Based Action Research: Cornerstones of School Psychology Training and Policy.

Elias, Maurice J.; Dilworth, Janean E'guya

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Peer reviewed

ERIC Number: EJ672601

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4405

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Ecological/Developmental Theory, Context-Based Best Practice, and School-Based Action Research: Cornerstones of School Psychology Training and Policy.

Elias, Maurice J.; Dilworth, Janean E'guya

Journal of School Psychology, v41 n4 p293-97 Jul-Aug 2003

Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). Suggests that an ecological/developmental perspective of the development of peer relationships, the contextualization of knowledge, and the utilization of action research as essential to the future of school psychology training and policy development. (Contains 11 references.) (GCP)

Descriptors: Action Research, Children, Counselor Training, Elementary Secondary Education, Environmental Influences, Friendship, Peer Acceptance, Peer Relationship, Psychosocial Development, School Psychology, Social Networks, Student Development

Publication Type: Information Analyses; Journal Articles; Opinion Papers

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: For related articles, see CG556 569-573.