Encyclopedia Of School Psychology

Description:
The Encyclopedia of School Psychology is the first comprehensive guide to this field featuring the latest research on school learning, motivation, and educational assessment. Approximately 250 entries by 175 contributing authors from psychology, education and counseling, child development, and special education address student success, behavior disorders, intelligence testing, learning disabilities, strategies to improve academic skills, and more. Key features: - Entries avoid jargon and technical detail in order to be accessible to a broad audience including university professors of school psychology, college students, elementary and high school teachers and administrators, school psychologists and parents; - Some entries i nclude embedded timelines to highlight the history and development of the field, which will be further highlighted by biographies of key pioneering researchers; - Entries on controversial topics (e.g., I//Q and intelligence testing) include 'Point//Counterpoint' boxes highlighting differing sides to issues that aren't necessarily clear cut; - Appendices guide readers to additional resources and will also include comparative statistical tables presenting information about student achievement, learning disorders, intelligence scales, and commonly administered standardized tests.

Review:
'Given the breadth and balance of coverage, as well as the references for further reading, the text lends itself to a wide audience. Librarians would want such a text in an undergraduate or graduate reference collection. Many of the brief summaries of diagnostic and treatment issues provide a ready reference for advanced undergraduates and graduates. Educators and researchers would find great value in many of the topic areas associated with schools.' -- PsycCRITIQUES PsycCRITIQUES 'This work is an excellent, timely introduction to educational topics that are subject of so many headlines and conversations in homes and schools.' -- L.L. Scarth CHOICE 20051101 'This encyclopedia comes at a time when the topics it addresses... are at the forefront of American educational thought... The entries include some of the latest research on learning, motivation, and educational assessment... the SAGE encyclopedia is the preferred choice because of its expanded content, layout, and added features, not to mention its indexing. It is recommended for schools and academic and public libraries.' -- Diana Shonrock LIBRARY JOURNAL 20050915 'Editor Steven Lee is exceptionally qualified, and he has assembled articles of uniformly high quality. The text contains handy features to aid the researcher, such as an alphabetical listing of entries, a 'Reader's Guide' organizing entries alphabetically by topic, a master list of contributors, and a comprehensive index that includes contributor names. The citations listed under 'Reading and Further Reading' are up-to-date, including many from 2002 and 2003. Furthermore, each article is divided into short sections that are clearly labeled, enhancing readability.' -- Caroline Geck Library Journal 20060401 'The aim of this one-volume guide is to provide teachers, practicing psychologists and prospective school psychologists with an overview of current scholarship in the field of learning behavior. The 250 entries focus not only on clinical theory, but also the common roles and experiences of practicing school psychologists. The result is a wide-ranging discussion of everything from ability grouping and attention deficit disorders to violence in schools and zero tolerance. This excellent guide will serve teaching and counseling professionals, as well as public and academic libraries.' -- John Lawrence 20060801

Author Biography:
Steve W. Lee, Ph.D., is Associate Professor and Director of the School Psychology Program at the University of Kansas. He has also taught at Indiana State University and the University of Nebraska and has served as a school psychologist for the Omaha Public School District. He received his Ph.D. in School Psychology from the University of Nebraska at Lincoln in 1986 and since 1989 has been both a Nationally Certified School Psychologist with the National Association of School Psychologists and a Certified School Psychologist with the State of Kansas. His areas of specialization include school psychology, classroom management, behavior observation systems, and inclusion and learning strategies. He teaches courses on school psychology, foundations of psychoeducational consultation, and therapeutic intervention. He has an extensive record of publication, including co-editorship of The Handbook of Diversity in Parent Education (Academic Press 2000). He is also on the Editorial Board of the School Psychology Review and serves as a reviewer for School Psychology Quarterly.