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An Evaluation of Factors that Impact Positive School Climate for School Psychologists in a Time of Conflicting Educational Mandates

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Bibliographic Details
Title: An Evaluation of Factors that Impact Positive School Climate for School Psychologists in a Time of Conflicting Educational Mandates
Language: English
Authors: Thompson, Melody J., Crank, Joe N.
Source: Online Submission. 2010.
Peer Reviewed: N
Page Count: 23
Publication Date: 2010
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: School Psychologists, Compliance (Legal), Federal Legislation, Context Effect, Educational Environment, Disabilities, School Personnel, Educational Indicators, Federal Programs, Ethics
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act, No Child Left Behind Act 2001
Abstract: Educators including school psychologists must negotiate the differing demands of legal mandates and recent educational initiatives that impact their practice and school climate in order to maintain positive effects for students and other school personnel. The No Child Left Behind (NCLB) Act of 2001, the Individuals with Disabilities Education Act, and the emerging Response to Intervention initiative impact school functions, goals, and climate in both positive and negative ways. These mandates and practices are somewhat at odds with each other and as related to the traditional professional work of school psychologists. This article evaluates the factors inherent in or flowing from these mandates (particularly the NCLB annual yearly progress requirement) and initiatives as they impact school climate in general but with a focus on school psychologists, particularly. Ethical dimensions that emerge from the differing mandates also play a role in positive school climate and will be part of the discussion. Lastly, a fit for school psychologists that bridges some of the dissonant areas is described. (Contains 5 figures.)
Abstractor: As Provided
Number of References: 16
Entry Date: 2010
Accession Number: ED507929
Database: ERIC
Description
Abstract:Educators including school psychologists must negotiate the differing demands of legal mandates and recent educational initiatives that impact their practice and school climate in order to maintain positive effects for students and other school personnel. The No Child Left Behind (NCLB) Act of 2001, the Individuals with Disabilities Education Act, and the emerging Response to Intervention initiative impact school functions, goals, and climate in both positive and negative ways. These mandates and practices are somewhat at odds with each other and as related to the traditional professional work of school psychologists. This article evaluates the factors inherent in or flowing from these mandates (particularly the NCLB annual yearly progress requirement) and initiatives as they impact school climate in general but with a focus on school psychologists, particularly. Ethical dimensions that emerge from the differing mandates also play a role in positive school climate and will be part of the discussion. Lastly, a fit for school psychologists that bridges some of the dissonant areas is described. (Contains 5 figures.)