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Volume 21, Issue 1 (1992)

Reconsidering the Scientist-Practitioner Model for School Psychology Practice

pp. 155—166

A reconsideration of the scientist-practitioner model is presented, following a brief historical account of its foundations and assumptions. The present reconsideration incorporates viewpoints of science both as a knowledge base and methods of knowing what is true, with a social constructionism perspective. Suggestions for implementing the scientist-practitioner model in school psychology practice are presented, guided by an “experimenting society” approach to professional practice with an emphasis on critical student outcomes.

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