Date of Award
Fall 1-10-2014
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Counseling and Psychological Services
First Advisor
Stephen D. Truscott, Psy.D.
Second Advisor
Joel Meyers, Ph.D.
Third Advisor
Diane Truscott, Ph.D.
Fourth Advisor
Jonathan Orr, Ph.D.
Abstract
School Psychologists may be well-suited to provide Professional Learning (PL) to assist schools in meeting increased student standards, responding to demands for accountability, and meeting the needs of a diversifying population. School psychologists possess a depth and breadth of knowledge and skills; and, certain aspects of the school psychologist role (e.g., flexibility in service delivery and scheduling) may enable them to reap the potential benefits of broader impact and preventive focus through PL. Little is known about the PL practices of school psychologists due to a lack of research. This study attempts to fill the research gap by exploring the perceptions and practices of school psychologists as related to providing PL. The research identifies situational and personal variables that might contribute to the likelihood of providing PL as a service. Finally, motivations for providing PL and levels of satisfaction derived from the provision of PL are explored. The survey method for this study consisted of a three stage recursive process in which earlier stages informed modifications to later stages based on feedback. First, interviews informed the construction of an initial survey. The survey was piloted with two consecutive groups and amended to assist with clarification. The final survey was sent to a stratified, random, national sample of practicing school psychologists. Descriptive statistics were used to describe PL practices, the personal and situational variables under investigation, motivations for providing PL and satisfaction derived from PL delivery. Inferential statistics were used to investigate relationships between personal and situational variables and PL delivery.
DOI
https://doi.org/10.57709/4689158
Recommended Citation
Bolling, Michelle, "From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning." Dissertation, Georgia State University, 2014.
doi: https://doi.org/10.57709/4689158