The perceptions of Greek teachers and teacher trainees were studied regarding school psychologists. A survey that presented descriptions of three children, each of whom represented a different type of classroom problem (learning, conduct, or attention) was completed by 108 Greek teachers and teacher trainees. For each problem the teachers and trainees rated the usefulness of a school psychologist, the amount of confidence they would place in interventions suggested by a school psychologist, and the extent to which they would follow through on recommended interventions. Overall results on all problems suggested that teachers and trainees held positive perceptions about school psychologists. Willingness to follow through with recommended interventions was correlated with confidence and usefulness ratings. Experienced teachers rated the psychologist similarly across the three problems. Trainees rated the psychologist significantly more useful for the conduct problem than the learning problem. The implications of these findings are discussed in relation to. the future development of school psychology in Greece.

A survey of Greek elementary teachers investigated their judgments concerning the nature and severity of classroom problems. Teachers (N=101) completed a questionnaire that required them to judge the nature and rate the severity of common classroom problems experienced by students. The questionnaire presented 15 descriptions of students and asked teachers to determine the presence or absence of a problem and to make judgments about the nature of each problem (learning, emotional, conduct) and its severity (mild, moderate, severe). Overall, teachers' judgments concerning the types of problems were similar to the judgments of a panel of school psychologists but teachers tended to view student problems as less serious. More specifically, teachers underestimated the severity of learning problems while overestimating the severity of emotional and conduct problems. Stereotypes and biases that might influence judgments are identified. Conclusions relevant to the practice of school psychology in Greece are presented and suggestions for further research are offered.

School Science and MathematicsVolume 92, Issue 7 p. 359-364 The Standards' Beliefs Instrument (SBI): Teachers' Beliefs About the NCTM Standards Alan Zollman, Alan Zollman Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky 40506-0017Search for more papers by this authorEmanuel Mason, Emanuel Mason Department of Education and Counseling Psychology, University of Kentucky, Lexington, Kentucky 40506-0017Search for more papers by this author Alan Zollman, Alan Zollman Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky 40506-0017Search for more papers by this authorEmanuel Mason, Emanuel Mason Department of Education and Counseling Psychology, University of Kentucky, Lexington, Kentucky 40506-0017Search for more papers by this author First published: November 1992 https://doi.org/10.1111/j.1949-8594.1992.tb15609.xCitations: 11AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume92, Issue7November 1992Pages 359-364 RelatedInformation

Much of the literature on research design in clinical pharmacology and pharmacokinetics emphasizes statistical concerns, thus suggesting that a primary ingredient of a valid research design is an appropriate plan for statistical analysis of data. However, statistical validity is only one of several ways to evaluate an experimental study. The present paper reviews the underlying logic and sources of invalidity of experimental drug research suggesting influences and factors which may deceive or lure an experimenter into erroneous conclusions.

Reviews of the origins and evaluation of the present status of school psychology in the Federal Republic of Germany reveals the current system to be rooted in the strict separation of school tracks. However, the system has been evolving into a more flexible organizational structure in recent years. In addition to roles and functions, the administration, training, relationships with other professions, and future trends in school psychology are discussed.

Fifty-six Dutch school children (aged 6-0 and 14-4 years) participated in a study designed to investigate the relationship between class inclusion and reasoning with logical implication. Subjects each answered a total of 32 syllogisms containing conditional implication premises. Before or after each question they were asked a class inclusion question. Results suggested a high degree of correspondence between class inclusion responses and reasoning with logical implication. The child's understanding of the subordinate and superordinate characteristics of the premises appeared to contribute to evaluation of the arguments, although many correct responses appeared to be based on incorrect understanding of premises. Further, there appeared to be a developmental pattern of understanding of implication with exclusion being the first level of understanding, then equivalence, and finally inclusion appearing most consistently in eighth graders. It was concluded that when children fail to respond correctly to questions about the validity of syllogisms, they may do so because they lack sufficient understanding of the premises.

Consultation approaches to providing psychological services are widely used by school psychologists. Recently, the need for school psychologists to be proficient in educational program evaluation has been recognized. The present paper discusses how school psychologists can use their existing consultation skills as an approach to program evaluation. The integration of consultation skills with evaluation results in an approach to program evaluation that is particularly useful where program goals and objectives are broad and nonspecific (as in many educational innovations). Also, the consultation approach to evaluation is easier for school psychologists to blend with their other roles in schools than the assessment-oriented evaluator role of some evaluation models. The consultation approach to evaluation is illustrated using a federally sponsored training program for school teachers and administrators.

This collection of papers includes presentations by accomplished researchers who have different theoretical orientations toward how learning and thinking develop. The presenters (Patricia Cegelka and Rena Lewis, San Diego University-Behaviorism; Suzanne Henry, International Business Machines — Piagetian; and Jill Larkin, Carnegie-Mellon University — Information Processing) each describe how someone with their perspective might go about teaching tenth grade students about the slope of a line in a geometry class. The discussant (Fred Danner, University of Kentucky) analyzes the three approaches with the intention of focusing on similarities and differences. Dr. Danner focuses on two major topics, the manner of conception of the learner, and the differing role of the teacher. The discussion is descriptive in tone and does not advocate one approach over another. It was concluded that each approach can provide useful guidelines for the teacher, instructional designer, and curriculum developer depending on desired outcomes.

Approximately one-half of the fifth through eighth graders in a school district ( n = 164) were randomly selected to be administered a group test of disjunctive reasoning containing 48 inclusive and exclusive items varying in content of the premises (symbolic, object, and human), and affirmation or negation of the conclusion. Using an analysis of variance for repeated measures it was found that performance improved until seventh grade. Eighth graders scored similar to sixth graders. There was a main effect for negative, with negative conclusions producing more correct answers. Further, there were significant first order interactions for Disjunctive by Negation, Content by Grade, and Negation by Content. Since either “YES” or “NO” were the only correct answers, and “MAYBE” was always wrong, contrast of the MAYBE responses to other wrong answers revealed an increasing tendency to use MAYBE among older subjects. Implications were discussed in relation to cognitive developmental theory and educational practices.

School psychology is one of several professions in education which offer services beyond the regular school curriculum and program. Psychologists who work in school systems have long recognized the need to cooperate with these other professionals in school settings. In addition, they have been aware of the pressures from parents, teachers, and community groups which can impinge upon their jobs. However, limited availability of funding, federally mandated services, and legislation regarding certification are rapidly placing local, state, and national politics into prominance for school psychologists. An example is provided using the Commonwealth of Kentucky.

Sixty adolescents (30 boys and 30 girls) evaluated conclusions for deductive arguments embodying four principles of class reasoning and their logically equivalent isomorphs in conditional reasoning. The presence or absence of the negative "not" was varied systematically in the major premise of the arguments. The results indicated that (a) there was a lack of improvement during early adolescence in the ability to reason with both class and conditional reasoning arguments, (b) the difficulty of specific principles of inference varied according to both the type of reasoning and the location of negation in the major premise, and

Summary Two conditional reasoning tests were administered to 34 students (17 males and 17 females) at each of four grade levels (i.e., 5th, 6th, 7th, and 8th). Both tests contained conditional reasoning arguments which assessed students' comprehension of five basic principles of inference. However, they varied systematically according to the sex typing of the content (i.e., masculine or feminine). The results indicated that there were no significant sex differences according to grade level, type of content, or principle of inference. On the other hand, at each grade level, there were consistent differences among the mean scores for the five principles, and valid principles were significantly easier than invalid principles. The implications of these findings for future research were discussed.