Rethinking psychology and the schools: Implications of recent national policy.

Abstract

Social reforms affecting society often are played out in America’s schools. Within the past 3 years, the federal government and many states have passed massive social reforms, all of which affect schools, children, and families. This article explores 2 converging reform movements: education and health care reform. Education reform, which is addressed nationally in the Goals 2000: Educate America Act of 1994, the Improving America’s Schools Act of 1994, the School-to-Work Opportunities Act of 1994, and the pending reauthorization of the Individuals With Disabilities Education Act (1994), is producing dramatic transformations at federal, state, and local levels. Although comprehensive national health care legislation has failed to gain passage, many states and national groups are promoting schools as health service delivery sites. Thus, social reform movements in education and health care are converging within the single social institution that touches the lives of every American citizen—the schools. This article explores the challenges and opportunities for psychology in addressing social reforms associated with the schools.

Utilization of School-Based Professional Services: An Exploratory Analysis of Perceptions of Mentor Teachers and Student Teachers

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