ERIC Number: EJ775344
Record Type: Journal
Publication Date: 2003
Reference Count: N/A
Partnering to Chart Our Futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology
Sheridan, Susan M., Ed.; D'Amato, Rik Carl, Ed.
School Psychology Quarterly, v18 n4 p352-357 Win 2003
For more than half a century, school psychologists have considered the need for role expansion and revision if they are to meet the poignant needs of children, youth, families, and school personnel. In fact, as previously discussed, school psychology practitioners and trainers have come together for a variety of conferences hoping to transform our training, roles, and practices in schools and society. A number of national initiatives have recently been implemented, including the reauthorization of the individuals with Disabilities Education Act, refinement of the evidence-based Institute of Educational Sciences, and implementation of the ubiquitous No Child Left Behind Act. The collaboration among the major leaders and organizations in school psychology, and what it yielded, was perhaps the most exciting and optimistic aspect of the Futures Conference held in Indianapolis, Indiana, in November 2002. Although the previous conferences at Spring Hill and Olympia represented collaborative efforts among the National Association of School Psychologists (NASP), along with other organizations and supporters, the extensive level of coordination and cooperation required for the Futures Conference appears unparalleled.
Descriptors: Federal Legislation, Conferences (Gatherings), School Psychology, School Psychologists, Federal Programs, Educational Policy, Professional Associations, Long Range Planning, Cooperation, Elementary Secondary Education
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001