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Competency requirements in the 21st century perceptions of practicing school psychologists /Koch, Marlene L. January 2003 (has links) (PDF)
Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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The role of school psychologists training vs. practice /Meyer, Jaymie Lynn. January 2003 (has links) (PDF)
Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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The role of school psychologists past and future trends /Jenkins, Jaymie L. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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The role and function of the school psychologist in the 21st century a literature review /Koch, Marlene L. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Perceptions of the school psychologist's role with regard to real behavior and ideal behaviorMichael, Stana J. January 1981 (has links)
The purpose of this study was to investigate various role-definer groups' perceptions of the school psychologist's role with regard to real behavior and ideal behavior. The role-definer groups were: special education teacher, special education director, elementary school teacher, elementary school principal and school psychologist. An instrument was developed and piloted on randomly selected members from each role-definer group throughout the states of Indiana and Michigan. Upon revision, the 15-item instrument in questionnaire form was sent to 50 randomly selected members from each role-definer group in each state. A total of 325 completed questionnaires (65%) were returned for inclusion in the analyses. The subjects responded to each of the 15 items with a Likert-type response on a 7-point scale.An analysis of variance with contrast was utilized to test for any differences between the school psychologist and each of the other role-definer groups in how they perceived the real role functions and the ideal role functions of the school psychologist. There were some significant differences, primarily related to direct service activities vs. consultant-type activities.A one way analysis of variance was utilized to test for any differences between the Indiana role-definer groups and the Michigan role-definer groups in how they perceived the real role functions and the ideal role functions of the school psychologist. There were some significant differences, primarily related to the specialization of expected services from the school psychologist. It appeared that less specialization was expected from the Michigan school psychologist than from the Indiana school psychologist, possibly due in part to the difference in administrative models utilized by the states.A correlated t-test was utilized to test for any differences in how each role-definer group perceived the school psychologist's real behavior compared to the school psychologist's ideal behavior. Significant differences were found for 70 of the 75 possible hypotheses (i.e., 15 items x 5 role-definer groups). It appeared that, for the most part, role-definer groups preferred that the school psychologist function differently.
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The effects of a school psychologist's visibility on student perceptions of social powerLamon, Kelly Elizabeth Christensen. January 1998 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
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Desired personal and professional traits of newly certified school psychologists as reported by directors of special educationWilliams, Melanie. January 1998 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
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Developing professional identity through supportive networks a proposed conceptual framework for School Psychology /Martens, Chadwick Dean. January 2010 (has links)
Thesis (M. Ed.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Psychological Studies in Education, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on November 5, 2009). Includes bibliographical references.
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Administrators' perceptions of the role of school psychologistsFlicek, Shanna. January 2004 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.
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Teachers' perceptions of school psychologists a literature review /Qualley, Katie. January 2004 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.
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