This is a preview of subscription content, log in via an institution to check access.
References
Hass, M., & Osborn, J. (2002). Using a formative program portfolio to enhance graduate school psychology training. California School Psychologist, 7, 75–84.
Ho, B. S., Robinette, S. J., & Gonzales, R. (2002). An applied research study of family-centered practices in an ethnically diverse elementary school. California School Psychologist, 7, 27–38.
Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E., & Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socioemotional, behavioral, and achievement characteristics of retained students. California School Psychologist, 7, 51–62.
Knotek, S. E., Babinksi, L. M., & Rogers, D. L. (2002). Consultation in new teacher groups: School psychologists facilitating collaboration among new teachers. California School Psychologist, 7, 39–50.
Pavelski-Pyle, R. (2002). Best practices in Kindergarten readiness assessment. California School Psychologist, 7, 63–73.
Sandoval, J., Antunez-Bellatin, M., & Lewis, S. (2002). Using the DAS nonverbal scales with Spanish-speaking children. California School Psychologist, 7, 7–25.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Jimerson, S.R. The California School Psychologist as a Quintessential Resource. Contemp School Psychol 7, 3–5 (2002). https://doi.org/10.1007/BF03340885
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03340885