Ethics and law for school psychologists

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Virginia Wise Berninger

"The idea for this book originated in a workshop on treatment-relevant, differential diagnosis of specific learning disabilities. I presented this workshop at the 2010 Annual Convention of the American Psychological Association (APA), and APA subsequently translated the workshop into an online continuing education course. Although course materials were available online, both APA and I received requests for related hard-copy materials that educational professionals could use. Recognizing the potential of such a resource that could be used by interdisciplinary teams in schools and in the community, APA invited me to prepare such a book and to put related materials on a companion website, and I agreed to do so with input and feedback from an interdisciplinary advisory panel. The full list of advisory panel members appears at the end of this preface. Of this panel, three members also contributed chapters, which appear in Part V. These chapters illustrate the following key ideas: Diversity among students poses challenges for teachers and parents but can be served well by interdisciplinary teams involving community-school partnerships focusing on the whole student (see Chapter 13). Educators are empowered to advocate proactively for the educational needs of all students, whether or not they qualify for pullout services (see Chapter 14). Educators can create more positive school-family relationships and serve the students who struggle with challenging family issues that may affect their ability to learn and behave at school (see Chapter 15)"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

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Jean-Paul Sartre

First published in 1940, Sartre's The Imaginary is a cornerstone of his philosophy. Sartre had become acquainted with the philosophy of Edmund Husserl in Berlin and was fascinated by his idea of the "intentionality of consciousness" as a key to the puzzle of existence. Against this background, The Imaginary crystallized Sartre's worldview and artistic vision. Here he presented the first extended examination of the concepts of nothingness and freedom, both of which are derived from the ability of consciousness to imagine objects both as they are and as they are not. These ideas would drive Sartre's existentialism and his entire theory of human freedom, laying the foundation for his masterwork Being and Nothingness three years later. This new translation by Jonathan Webber rectifies flaws in the terminology of the first translation and recaptures the essence of Sartre's phenomenology. Webber's perceptive new introduction helps to decipher this challenging, seminal work, placing it in the context of the author's work and the history of philosophy.

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George B. Leonard

Futurist George Leonard paints a word picture of how schools will teach and children will learn in an age of masssive computer memory and enhanced communications infrastructure.

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Barbara L. McCombs, Jo Sue Whisler

The Learner-Centered Classroom and Schools shows educators and administrators how they can create classrooms and schools that foster student motivation, learning, and achievement. The learner-centered approach provides a dual focus on both learner and learning. It focuses on learners by respecting them, trusting them to be responsible for their own learning, and designing practices that are sensitive to individual needs, abilities, and interests. It focuses on learning by designing practices that help students meet high academic standards in challenging, personally relevant, and important content areas. The book is filled with useful examples and practical suggestions for implementing learner-centered concepts in any school or classroom. It will help educators examine beliefs and assumptions related to learner-centered practices and make changes that enhance student motivation and achievement.