Teachers' perceptions of school psychological services

Gilmore, George E.; Chandy, Jean

doi:10.1016/0022-4405(73)90051-4

Cited by 66 publications

(15 citation statements)

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“…The results do, however, support the research of Mann (1973) who reported that teachers with 6 or more years of teaching experience indicated that consultation was more useful than those teachers with 5 or less years of teaching experience. As Gilmore and Chandy (1973) found, more experienced teachers were probably more able to manipulate and work with psychologists which suggest that the teachers would then experience greater feelings of success in the consultation.…”

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confidence: 94%

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

Slesser¹,

Fine²,

Tracy³

1990

Journal of Educational and Psychological Consultation

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Section: Downloaded By [University Of Sussex Library] At 17:11 05 Febmentioning

confidence: 94%

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

Slesser¹,

Fine²,

Tracy³

1990

Journal of Educational and Psychological Consultation

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“…The assumption underlying this method is that teachers will continue to request assistance from those psychologists who have aided them satisfactorily in the past. A number of studies (Gilmore & Chandy, 1973;Kahl & Fine, 1978;Schowengerdt, Fine, & Poggio, 1976), however, have failed to support this assumption, being unable to document the existence of a relationship between frequency of teacherpsychologist contact and service satisfaction.…”

Section: Fall 1980mentioning

confidence: 99%

Methods for Evaluating the Performance of School Psychologists

Bennett

1979

ETS Research Report Series

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This paper reviews recently proposed instruments and systems for evaluating the performance of school psychologists. Direct approaches to evaluation, approaches utilizing the perceptions of others not generally involved in supervision, and those relying upon the psychologist's ability to effect change in others are discussed. The absence of any well‐researched, validated approach for assessing performance of these professionals is noted, with the lack of empirical data accompanying published proposals being particularly striking. Promising possibilities are identified in the area of direct evaluation, and questions are raised regarding the utility of indirect techniques. Directions for future research and development are suggested, and recommendations for those currently engaged in performance evaluation are provided.

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“…Special educators can be expected to have more contact with school psychologists in their respective countries because of their shared involvement in providing services to children with special education needs. Higher levels of contact with school psychologists are associated with more accurate knowledge of their functions and characteristics (Barton 8c Garbark, 1985;Gilmore & Chandy, 1973;Kahl 8c Fine, 1978;Severson, Picket, & Hetrick, 1985).…”

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School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

et al. 1997

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A semistructured questionnaire was used to collect data on the practice of school psychology in 12 East and Southern African countries: Zambia, and Zimbabwe. The survey sought to capture consumer perspectives as to the status of school psychology in reference to the following: regulations for school psychology practice, qualification of school psychologists, work settings, public awareness, utilization and need, and research on psychological test use and development. Respondents were 42 special education leaders working in universities (n = 13), special education institutions (n = 18), and schools with special education facilities (w = 11). The need for school psychology services was endorsed in all 12 countries. Although differences among countries were apparent, the special education experts reported that the availability, regulation, and utilization of school psychology services in the 12 countries to be generally low. Respondents in countries with some formal recognition and regulation of professional school psychology (Namibia, Zambia, Zimbabwe) tended to report greater public awareness and utilization of school psychologists and higher involvement in test development. Findings are discussed within the context of the potential for the development of school psychology services in sub-Saharan African countries.) from both external and internal perspectives have prompted useful discussions as to the current status, future prospects, and problems confronting school psychology both regionally and internationally (see Note 1). The first comprehensive external study of school psychology (UNESCO/IBE, 1948) obtained information from 43 ministries of education. Results confirmed the importance of school psychology services within public education. A smaller follow-up external survey (Wall, 1956) underscored the need for school psychologists to be broadly prepared in educa-

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Teachers' perceptions of school psychological services

Cited by 66 publications

References 0 publications

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

Methods for Evaluating the Performance of School Psychologists

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

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