Preparing School Psychologists for Working with Diverse Students: Does Program Accreditation Matter?

Autor/in	Styck, Kara M.
Titel	Preparing School Psychologists for Working with Diverse Students: Does Program Accreditation Matter?
Quelle	In: Current Issues in Education, 15 (2012) 2, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	School Psychologists; Counselor Training; School Psychology; Student Diversity; Accreditation (Institutions); School Surveys; Instructor Coordinators; College Programs; Training Methods; Training Objectives; Intermode Differences; Multicultural Education; Teacher Attitudes; Program Evaluation; Curriculum Evaluation; Predictor Variables; Program Descriptions + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Studienprogramm; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Multikulturelle Erziehung; Lehrerverhalten; Programme evaluation; Programmevaluation; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Prädiktor
Abstract	The purpose of this study was to investigate the degree to which differences exist between accredited and non-accredited school psychology training programs on specific characteristics of training theorized to prepare graduates for working with racially, ethnically, and/or linguistically diverse students. Training directors from each of the 237 school psychology programs nationwide were solicited to complete a brief survey on program training characteristics. Independent-samples t tests and chi-square tests of independence were used to determine the existence of significant differences in training characteristics between the two program types. No significant differences emerged between accredited and non-accredited programs on any of the training characteristics theorized as important for working with diverse student populations. The results of this study can be used to draw inferences regarding the influence of accreditation bodies on the current presence of specific school psychology training program characteristics within training programs nationwide. (Contains 4 tables and 2 footnotes.) (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10