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ERIC Number: EJ916014
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1537-7903
Assessing School Psychology Supervisor Characteristics: Questionnaire Development and Findings
Flanagan, Rosemary; Grehan, Patrick
Journal of Applied School Psychology, v27 n1 p21-41 2011
The practice of supervision is crucial to the development of novice and future school psychologists. Given the changes in contemporary practice, it is valuable to determine the supports and continuing education opportunities that could benefit supervisors. One hundred forty-two school psychology supervisors completed a 34-item questionnaire that surveyed the following: (a) their practice as school psychologists, (b) their use of contemporary practices, (c) their training in supervision, (d) their knowledge of supervision, (e) their role as supervisor, (f) their ongoing education as supervisors, and (g) their beliefs about the needs of supervisors. Respondents practice in a variety of states, with a concentration from the northeast. Data indicate that supervisors receive little training for the role and use varied strategies to remain current and address training gaps. Findings and their implications for training programs are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A