Volume 23, Issue 1 (1994)
Historical Preservation in School Psychology: Who's Minding the Lore?
Thomas K. Fagan, Michelle C. Schicke
Results are compared for concurrent investigations of historical preservation of school psychology efforts by state associations, training programs, and district service units. The majority of the respondents had little or no formal mechanisms to preserve their history and considered such activity a comparatively low priority. However, some respondents had taken decisive steps to ensure their history is preserved. Results are discussed in terms of steps and guidelines to improve historical preservation.
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