DIPLOMATES IN SCHOOL PSYCHOLOGY: ARCHITECTS OF EFFECTIVE LEARNING

Several factors appear to be responsible for the lack of success in the development of more effective learning programs in schools. One primary reason explains why learning outcomes have not improved in America's schools in recent decades. In most states this reason has resulted in and inter-acts with a rigid set of curriculum guidelines that additionally impedes effective learning. Further, three secondary causes of non-effective learning keep students from achieving the outcomes desired. This paper addresses these factors and offers a proposal for how school psychologists can address these problems and contribute significantly to producing more effective learning on the part of students.
Introduction and Overview During the past nearly two decades, and especially since 1983, educational reform efforts have been a hallmark of American education. As evidenced by the continuing succession of [...]