ERIC Number: EJ761833
Record Type: Journal
Publication Date: 2005-May
Reference Count: 21
Reducing the Gap between Research and Practice in School Psychology
Kehle, Thomas J.; Bray, Melissa A.
Psychology in the Schools, v42 n5 p577-584 May 2005
We argue that the existence of the gap is perhaps a result of an overallegiance to the medical model and the lack of measurable criteria regarding the definition of an educated and psychologically healthy student. Further, an additional and equally daunting problem for school psychological practice is that it is influenced by general education that has scant evidence of accumulated scientifically based knowledge that demonstratively improves the education of children. The belief that educational practice continually increases in its effectiveness is simply not warranted. Consequently, educational practice is in constant reform and subjected to legal mandates that are most often equally ineffective and at times even detrimental. The intent of this paper is to suggest ways, within this broader milieu, to reduce the gap between science and practice.
Descriptors: Research and Development, Theory Practice Relationship, School Psychology, Federal Legislation, Educational Legislation, Scientific Research, Educational Theories
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001