School Psychologists' Continuing Professional Development Preferences and Practices

Autor/inn/en	Armistead, Leigh D.; Castillo, Jose M.; Curtis, Michael J.; Chappel, Ashley; Cunningham, Jennifer
Titel	School Psychologists' Continuing Professional Development Preferences and Practices
Quelle	In: Psychology in the Schools, 50 (2013) 4, S.415-432 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21684
Schlagwörter	Professional Continuing Education; School Psychologists; Preferences; Educational Practices; Counselor Attitudes; Occupational Surveys; Educational Needs; Hypothesis Testing; Rural Urban Differences; Age Differences; Counselor Certification; Mail Surveys; Learner Engagement; Participation; Online Courses; Needs Assessment; Costs; Professional Associations; Counseling Techniques; Intervention + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Bildungspraxis; Berufsanalyse; Educational need; Bildungsbedarf; Hypothesenprüfung; Hypothesentest; Stadt-Land-Beziehung; Age; Difference; Age difference; Altersunterschied; Erhebungsinstrument; Teilnahme; Online course; Online-Kurs; Bedarfsermittlung; Cost; Kosten; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	This study investigated school psychologists' continuing professional development (CPD) activities, topics, needs, motivations, financial expenditures, and opinions, as well as relationships between select demographic characteristics and certain CPD practices and preferences. A survey was mailed to 1,000 randomly selected Regular Members of the National Association of School Psychologists, resulting in the return of 510 completed surveys, a 51% response rate. Respondents expressed opinions about CPD that were positive, optimistic, and consistent with their high levels of engagement and investments of both time and financial resources. Most respondents reported engaging in 25 or more hours of CPD during the previous year. CPD topics in which they engaged most frequently were response to intervention and academic, behavioral, and social-emotional interventions, and academic screening and progress monitoring. Respondents reported a high level of need for more CPD in those same topic areas, but a low level of need for offerings in standardized assessment. Older school psychologists were less likely to have engaged in CPD relating to contemporary assessment practices and interventions and more likely to have engaged in activities related to standardized assessment. Almost half of the respondents had engaged in CPD through an online activity and reported a desire for more online opportunities. No relationship was found between age and usage of, or positive opinions about, online CPD. (Contains 11 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10