scholarly journals THE ROLE OF AUTONOMOUS AGENTS IN TRAINING SCHOOL PSYCHOLOGY GRADUATE STUDENTS

2021 ◽  
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Autonomous Agents ◽  
Training School ◽  
Psychology Graduate Students

School Psychology Graduate Students' Perspectives on Teaching for Social Justice

2010 ◽  
Author(s):  
Alissa Briggs ◽  
Gina Bartucci ◽  
Lauren McArdle ◽  
Eva Kowalewicz ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Graduate Students ◽  
Teaching For Social Justice ◽  
Psychology Graduate Students

Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

2019 ◽  
Vol 41 (2) ◽  
pp. 137-153 ◽  
Author(s):  
Desireé Vega ◽  
Cynthia Plotts
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Cultural Immersion ◽  
Future Research ◽  
Psychology Programs ◽  
Psychology Graduate Students ◽  
Immersion Experience ◽  
Mexico Border ◽  
Bilingual School Psychology ◽  
Bilingual School

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

scholarly journals Complex Situational Tasks in Assessment of Educational Outcomes in “Psychological Assessment of Students” Module of the Master’s Programme in School Psychology

2016 ◽  
Vol 8 (3) ◽  
pp. 105-114
Author(s):  
T.Y. Andrushchenko ◽  
A.S. Shubina
Keyword(s):  
Performance Evaluation ◽  
School Psychology ◽  
Graduate Students ◽  
Psychological Assessment ◽  
Educational Psychology ◽  
Educational Outcomes ◽  
Real Life ◽  
Professional Activity ◽  
Self Assessment

The paper discusses the content of midterm performance evaluation of graduate students within the “Psychological Assessment” module of the master’s programme in School Psychology and focuses on the logic of the module’s design in relation to the professional standard in Educational Psychology. Complex situational tasks are considered in the modular program as the main means of assessing educational outcomes. The content of these tasks is determined by a range of diagnostic situations and closely corresponds with the real-life practice of educational psychologists. Setting complex situational tasks is related to a number of components of the educational psychologist’s professional activity in the field of psychological assessment, such as: planning the sequence of professional actions; ensuring the methodological background for assessment; taking into account deontological aspects of communication with assessed individuals; carrying out professional actions; reflecting on the process and outcomes of assessment. The paper analyses the place and role of graduate students’ self-assessment in finding solutions to complex situational tasks and offers a description of one such task that can be used in midterm performance evaluation of graduate students.

Knowledge of Autism Spectrum Disorder Among School Psychology Graduate Students

2020 ◽  
Vol 24 (2) ◽  
pp. 239-247
Author(s):  
Bryn Harris ◽  
Maryellen Brunson McClain ◽  
Sarah Schwartz ◽  
Cassity R. Haverkamp
Keyword(s):  
Autism Spectrum Disorder ◽  
School Psychology ◽  
Graduate Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Psychology Graduate Students
Sign in / Sign up

Export Citation Format

Share Document