Overview

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment modelsservice delivery designed to improve competencies of all studentsthe relationship between general cognitive ability and important life outcomesthe development of viable and enduring educational, family, and community systems to support studentsincreasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schoolingoutlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational systemall relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city childrenbuilding a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-beingThe scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come

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9780199348404

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Reviews

Bray and Kehle have set a new standard for the field. With over 40 chapters by a virtual who's-who in the school psychology community and beyond, this book is comprehensive in both scope and substance. Alongside sections on traditional topics, the handbook includes sections related to more contemporary and pressing concerns such as research methods, professional issues, gifted education, subjective well-being, program evaluation, technology in practice, pediatric psychopharmacology, mathematics assessment, and the role of legislation... An invaluable resource for many years to come. Frank C. Worrell University of California, Berkeley All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems. --Doody's

Author Information

Melissa A. Bray is Associate Professor in the Department of Educational Psychology and the School Psychology Program at the University of Connecticut. Thomas J. Kehle is Professor and Director of School Psychology at the University of Connecticut.

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