Issues and trends in the accreditation of school psychology programs in the United States

2011 ◽  
Vol 48 (9) ◽  
pp. 887-900 ◽  
Author(s):  
Joseph S. Prus ◽  
William Strein
Keyword(s):  
United States ◽  
School Psychology ◽  
The United States ◽  
Psychology Programs

scholarly journals Teaching Intelligence Testing in APA-Accredited Programs: A National Survey

2000 ◽  
Vol 27 (3) ◽  
pp. 190-194 ◽  
Author(s):  
M. Schelle Cody ◽  
Loreto R. Prieto
Keyword(s):  
United States ◽  
School Psychology ◽  
National Survey ◽  
Intelligence Testing ◽  
Teaching Assistant ◽  
The United States ◽  
Psychology Programs ◽  
The Core ◽  
Core Issues ◽  
Over Time

We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Assessment of Psychology Graduate Program Information on the Web

2003 ◽  
Vol 30 (2) ◽  
pp. 167-170 ◽  
Author(s):  
Robert A. Bartsch ◽  
Thomas D. Warren ◽  
Aaron D. Sharp ◽  
Marsha A. Green
Keyword(s):  
United States ◽  
Web Sites ◽  
Graduate Program ◽  
Graduate Programs ◽  
The United States ◽  
Direct Mail ◽  
Psychology Programs ◽  
Program Information ◽  
The Web

We gathered information on MA and PhD psychology programs from direct mailings and Web sites from 70 universities in the United States. Analyses revealed that Web sites provided more information about graduate programs than direct mailings, especially in areas not directly related to graduate applications. Further analyses indicated that information on the Web was, overall, not more difficult to find than information through direct mail. We make suggestions to universities and students for maximizing their use of Web sites.

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