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A new role for the school psychologists— who needs it?
Author(s) -
Miller Wayne E.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197810)15:4<514::aid-pits2310150412>3.0.co;2-s
Subject(s) - psychology , school psychology , function (biology) , ideal (ethics) , pedagogy , professional development , medical education , medicine , epistemology , philosophy , evolutionary biology , biology
Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nation's schools. A review of the literature reveals that this important, long‐standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice utilizing the school psychologist in the role of knowledge‐linker.