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ERIC Number: EJ932258
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: ERIC
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0271-0633
Professional Development Needs and Practices among Educators and School Psychologists
Cleary, Timothy J.
New Directions for Teaching and Learning, n126 p77-87 Sum 2011
The field of school psychology has undergone a significant paradigm shift in service delivery philosophy over the past decade. As part of this paradigm shift, practitioners typically are encouraged to target context-specific skills and processes that facilitate or enhance students' achievement in school rather than traditional traitlike abilities, such as IQ and critical reasoning. These processes, collectively labeled "academic enablers," include variables such as academic motivation and self-regulation, classroom engagement, and interpersonal relationships. Although all of these enablers are important to consider, decades of research clearly has underscored the impact of motivation and self-regulation on students' overall academic success. This chapter discusses research showing that despite the high level of interest in motivation and self-regulation, teachers and school psychologists do not target these variables frequently in their assessment, intervention, or instructional activities.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A