| Autor: |
Doll, Beth |
| Předmět: |
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| Zdroj: |
School Psychology Training & Pedagogy; Fall2021, Vol. 38 Issue 3, p21-32, 12p |
| Abstrakt: |
School psychology faculty are very committed to the important role that accreditation plays in ensuring that post-secondary education in the United States is neither predatory nor shoddy. Nevertheless, school psychology programs routinely seek accreditation or approval from as many as five different agencies or governmental offices, each holding different standards for program approval. A danger of this alarming complexity is that the time required for accreditation could displace time that should be spent delivering high quality instruction in school psychological practices. This paper closes with recommendations for school psychology faculty who balance the demands of program accreditation with those of school psychological instruction, and with a call for the multiple accreditors of school psychology programs to move towards compatible accreditation practices. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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