Grade retention: Current decision-making practices and involvement of school psychologists working in public schools

2009 ◽  
Vol 46 (5) ◽  
pp. 410-419 ◽  
Author(s):  
Britton L. Schnurr ◽  
Deborah K. Kundert ◽  
Amanda B. Nickerson
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
School Psychologists ◽  
Grade Retention

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

The landscape of advocacy in public schools: The role of school psychologists.

2020 ◽  
Vol 17 (S1) ◽  
pp. 81-85 ◽  
Author(s):  
Kari A. Oyen ◽  
Katie Eklund ◽  
Nathaniel von der Embse
Keyword(s):  
Public Schools ◽  
School Psychologists

Improving institutional incentives for public land management: an econometric analysis of school trust land leases

2005 ◽  
Vol 1 (2) ◽  
pp. 193-215 ◽  
Author(s):  
MATTHEW H. BONDS ◽  
JEFFREY J. POMPE
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Lands ◽  
The United States ◽  
Institutional Arrangements ◽  
Public Land ◽  
Boards Of Education ◽  
Public Land Management ◽  
Conflicting Objectives ◽  
School Trust

There is considerable interest in the proper management of public lands in the United States, but questions arise over what institutional arrangements may ensure proper land stewardship. Recently, the trust doctrine has been heralded as a way to motivate prudent decision making by land managers. School trust lands, which are managed to generate revenues for public schools, represent a long-standing example of the trust doctrine at work. We examine Mississippi school trust leases and show that the trustees, who are elected officials, maintain multiple conflicting objectives, which ultimately undermine the trust relationship. However, we find that a recent institutional change that made the Boards of Education (the fund recipients) the trustees, caused revenues to increase dramatically.

Assessing the Visually Impaired Child: A School Psychology View

1980 ◽  
Vol 74 (9) ◽  
pp. 344-350 ◽  
Author(s):  
Judy L. Genshaft ◽  
Nancy L. Dare ◽  
Patricia L. O'malley
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Clinical Judgment ◽  
Cognitive Abilities ◽  
Visually Impaired ◽  
Assessment Instruments ◽  
The Public ◽  
Assessment Techniques ◽  
Visually Handicapped ◽  
Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

Site‐based decision‐making leadership in American public schools

2000 ◽  
Vol 38 (5) ◽  
pp. 486-500 ◽  
Author(s):  
Flora Ida Ortiz ◽  
Rodney T. Ogawa
Keyword(s):  
Decision Making ◽  
Public Schools

Should Market Forces Control Educational Decision Making?

1990 ◽  
Vol 84 (2) ◽  
pp. 549-567 ◽  
Author(s):  
Jack Tweedie ◽  
Dennis D. Riley ◽  
John E. Chubb ◽  
Terry M. Moe
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Private Schools ◽  
Policy Making ◽  
Market Forces ◽  
Public And Private ◽  
Market Control ◽  
Educational Decision ◽  
Institutional Choices ◽  
Educational Decision Making

In the December 1988 issue of this Review, John Chubb and Terry Moe presented data comparing public and private schools, and made an argument concerning “politics, markets, and the organization of schools.” Chubb and Moe argue that private schools outperform public schools because they are more autonomous, advantaged by market forces rather than democratic political control. Jack Tweedie takes vigorous exception to this conclusion, arguing that the evidence does not support Chubb and Moe's conclusions about the efficacy of market forces. Dennis Riley directly attacks the virtues of market control of institutional choices in educational policy making. Chubb and Moe find their critics unconvincing.

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