View in EDS

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

Saved in:
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED507929
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED507929
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Evaluation of Factors that Impact Positive School Climate for School Psychologists in a Time of Conflicting Educational Mandates
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Thompson%2C+Melody+J%2E%22">Thompson, Melody J.</searchLink><br /><searchLink fieldCode="AR" term="%22Crank%2C+Joe+N%2E%22">Crank, Joe N.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2010.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2010
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Compliance+%28Legal%29%22">Compliance (Legal)</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Programs%22">Federal Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink><br /><searchLink fieldCode="SU" term="%22No+Child+Left+Behind+Act+2001%22">No Child Left Behind Act 2001</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 16
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2010
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED507929
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED507929
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: Compliance (Legal)
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: School Personnel
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Federal Programs
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act
        Type: general
      – SubjectFull: No Child Left Behind Act 2001
        Type: general
    Titles:
      – TitleFull: An Evaluation of Factors that Impact Positive School Climate for School Psychologists in a Time of Conflicting Educational Mandates
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Thompson, Melody J.
      – PersonEntity:
          Name:
            NameFull: Crank, Joe N.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 20
              M: 01
              Type: published
              Y: 2010
          Titles:
            – TitleFull: Online Submission
              Type: main
ResultId 1