The
Encyclopedia of School Psychology is the first comprehensive guide to this field, featuring the latest research on school learning, motivation, and educational assessment. Approximately 250 entries by 175 contributing authors from psychology, education and counseling, child development, and special education address student success, behavior disorders, intelligence testing, learning disabilities, strategies to improve academic skills, and more.
Key Features
- Entries avoid jargon and technical detail in order to be accessible to a broad audience including university professors of school psychology, college students, elementary and high school teachers and administrators, school psychologists, and parents
- Some entries will include embedded timelines to highlight the history and development of the field, which will be further highlighted by biographies of key pioneering researchers
- Entries on controversial topics (e.g., I/Q and intelligence testing) will include ‘Point/Counterpoint’ boxes highlighting differing sides to issues that aren′t necessarily clear cut
- Appendices will guide readers to additional resources and will also include comparative statistical tables presenting information about student achievement, learning disorders, intelligence scales, and commonly administered standardized tests
Giới thiệu về tác giả
Steve W. Lee, Ph.D., is Associate Professor and Director of the School Psychology Program at the University of Kansas. He has also taught at Indiana State University and the University of Nebraska and has served as a school psychologist for the Omaha Public School District. He received his Ph.D. in School Psychology from the University of Nebraska at Lincoln in 1986 and since 1989 has been both a Nationally Certified School Psychologist with the National Association of School Psychologists and a Certified School Psychologist with the State of Kansas. His areas of specialization include school psychology, classroom management, behavior observation systems, and inclusion and learning strategies. He teaches courses on school psychology, foundations of psychoeducational consultation, and therapeutic intervention. He has an extensive record of publication, including co-editorship of The Handbook of Diversity in Parent Education (Academic Press 2000). He is also on the Editorial Board of the School Psychology Review and serves as a reviewer for School Psychology Quarterly.
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