Full Product Details
Author: Alison G. Clark (Clark County School District, Nevada, USA) ,
Katherine A. Dockweiler (Clark County School District, Nevada, USA)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.403kg
ISBN: 9780367086794
ISBN 10: 0367086794
Pages: 298
Publication Date: 28 January 2019
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
"""Education must find its way from a soft science filled with belief, unproven ideas and misguided enthusiasm to a scientist practitioner model in which educators develop, test, modify, and implement effective educational strategies to help today’s students maximize their acquisition of knowledge while simultaneously developing their capacities for thinking, reasoning, problem solving, stress hardiness and resilience. Alison Clark and Katherine Dockweiler have created a valuable desk reference and resource for psychologists, educators and allied health professionals working within secondary schools."" Sam Goldstein, adjunct assistant professor, Department of Psychiatry, University of Utah School of Medicine ""There are very few books written on implementation of multi-tiered systems of support in secondary schools from practitioners who have implemented MTSS successfully in secondary schools. Alison Clark and Katherine Dockweiler utilize practices with strong empirical support and are filling the research to practice gap in the existing literature."" Catherine C. Gardner, veteran practitioner of school psychology"
Education must find its way from a soft science filled with belief, unproven ideas and misguided enthusiasm to a scientist practitioner model in which educators develop, test, modify, and implement effective educational strategies to help today's students maximize their acquisition of knowledge while simultaneously developing their capacities for thinking, reasoning, problem solving, stress hardiness and resilience. Alison Clark and Katherine Dockweiler have created a valuable desk reference and resource for psychologists, educators and allied health professionals working within secondary schools. Sam Goldstein, adjunct assistant professor, Department of Psychiatry, University of Utah School of Medicine There are very few books written on implementation of multi-tiered systems of support in secondary schools from practitioners who have implemented MTSS successfully in secondary schools. Alison Clark and Katherine Dockweiler utilize practices with strong empirical support and are filling the research to practice gap in the existing literature. Catherine C. Gardner, veteran practitioner of school psychology
Education must find its way from a soft science filled with belief, unproven ideas and misguided enthusiasm to a scientist practitioner model in which educators develop, test, modify, and implement effective educational strategies to help today's students maximize their acquisition of knowledge while simultaneously developing their capacities for thinking, reasoning, problem solving, stress hardiness and resilience. Alison Clark and Katherine Dockweiler have created a valuable desk reference and resource for psychologists, educators and allied health professionals working within secondary schools. Sam Goldstein, adjunct assistant professor, Department of Psychiatry, University of Utah School of Medicine There are very few books written on implementation of multi-tiered systems of support in secondary schools from practitioners who have implemented MTSS successfully in secondary schools. Alison Clark and Katherine Dockweiler utilize practices with strong empirical support and are filling the research to practice gap in the existing literature. Catherine C. Gardner, veteran practitioner of school psychology
Author Information
Alison G. Clark, EdS, NCSP, is a school psychologist in high-risk inner-city schools. She has expertise in mental health in schools, family wellness, PBIS, MTSS, threat assessment, crisis response, and systems change. Katherine A. Dockweiler, EdD, NCSP, is a policy researcher and practicing school psychologist. Her particular interests include program design and evaluation as well as advocacy and education policy analysis.
