Relationships among the professional practices and demographic characteristics of school psychologists

School Psychology Review

Volumn 31, Issue 1, 2002, Pages 30-42

  Curtis, Michael J ^a   Hunley, Sawyer A ^a   Elizabeth Chesno Grier, J ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036012046     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (25)

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2. A power primer
3. Consultation in the schools: The relationship between preservice training, perception of consultative skills, and actual time spent in consultation
4. Demographic characteristics and professional practices in school psychology
5. A replication of a survey of school psychologists: Congruence between training, practice, preferred role, and competence
6. The impact of PL 94-142 on the practice of school psychology: A national survey
7. A demographic profile of school psychology: A report to the delegate assembly of the national association of school psychologists
8. A simple sequentially rejective multiple test procedure
9. Difference between urban and rural school psychology: Training implications
10. Practical significance: A concept whose time has come
11. Actual/desired role functioning, perceived control over role functioning, and job satisfaction among school psychologists
12. Employment related differences between male and female school psychologists
13. School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence
14. National survey of school psychologists: Update
15. Comparisons of school psychologists in the city and country: Is there a "rural" school psychology?
16. School psychology practitioners and faculty: 1986 to 1991-92 trends in demographics, roles, satisfaction, and system reform
17. Reflections on statistical and substantive significance, with a slice of replication
18. Practicing school psychologists: Their characteristics, activities, and populations served
19. AERA editorial policies regarding statistical significance testing: Three suggested reforms
20. Editorial policies regarding statistical significance tests: Further comments
21. Role relevance and role engagement in contemporary school psychology
22. Gender and school psychology: Issues, questions, and answers