NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1028328
Record Type: Journal
Publication Date: 2014-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0033-3085
Identifying and Cultivating Leadership Potential in School Psychology: A Conceptual Framework
Augustyniak, Kristine M.
Psychology in the Schools, v51 n1 p15-31 Jan 2014
Though National Association of School Psychologists standards acknowledge the urgent need for leadership skills among school psychologists and loosely define a leadership agenda, a cogent model for the training and practice of this skill set has not yet been explicated. The formulation of a preliminary conceptual framework is a particularly pressing agenda for school psychology practitioners and academicians who, in response to the call for increased accountability in general and special education, must shift curricula from a traditional diagnostic/consultative/intervention framework to include topics related to organizational effectiveness. The objective of this article is to identify key behaviors, skills, dispositions, and contextual variables that will facilitate successful leadership among practicing school psychologists and then to propose considerations for specialist-level training in school psychology.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A