Do Dispositions Matter for Effective Urban School Psychology Practice?

Truscott, S.D. (Stephen)¹, Truscott, D.M. (Diane)², Grishby, K. (Kirnel)^2
1Georgia State University, College of Education and Human Development, 30303, Atlanta, Georgia, USA
²Georgia State University, College of Education and Human Development, 30303, Atlanta, GA, USA

 

Submission type

Oral only

Scheduled

Room 119, 11-07-2019, 13:30 - 15:00

Keywords

Urban Practice, High Need Schools, Training, Dispositions, Effective Practice

Summary

We will present evidence from literature and empirical studies about the importance of considering personal dispositions when training educators, including school psycholgists, for work in high-need urban schools.   We will highlight icritical contextual variables associated with the urban settings and how particular personal dispositions are associated with effective education of students from marginalized populations.  Implications from research on effective urban teachers suggests that school psychology trainers should adapt established dispositional frameworks for the selection and training of school psychologists for high-need urban settings. 

Although teacher dispositions receive substantial attention by professional accreditation bodies such as Council for the Accreditation of Educator Programs and the National Council for the Accreditation of Teacher Education,  School psychology remains focused on skills and competencies.  Information is available regarding the general state of school psychology practice (e.g., Jimerson, Oakland, & Farrell, 2007), as well as the mandates of national accrediting boards (APA and NASP). However, we know little about the dispositions required for effective urban school psychology practice. Similarly, although some theoretical literature exists, we could find no research focused on how training programs can select students with personal attributes linked to effective urban practice  (Grishby et al., 2017). 

 

Auteurs