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NASP Home NASP Publications School Psychology Review (SPR) Volume 26 Issue 1 (1997) NASP Distinguished Lecture Series: Wh...
Volume 26, Issue 1 (1997)

NASP Distinguished Lecture Series: What Should We Do About School Reform?

pp. 104—110

Dr. Seymour Sarason gave the following invited presentation for the “Distinguished Lecture Series” at the National Association of School Psychologists’ 1996 annual National Convention held March 12th through the 16th in Atlanta, Georgia. Dr. Sarason received his bachelors degree from Rutgers University and his master’s and doctoral degrees from Clark University. After working as a psychologist at the Southbury Training School, Dr. Sarason became a member of the Psychology Department at Yale University. He founded and directed the Yale Psycho-Educational Clinic, one of the first training and research sites for community psychology. Presently, Dr. Sarason, Professor Emeritus of Psychology, works with the Institute for Social and Policy Studies at Yale University. Dr. Sarason is the recipient of numerous honors and awards. He holds honorary doctorates from Syracuse University, Queens College, Lewis and Clark College, and Rhode Island College. He received the Distinguished Contribution to Public Interest Award from the American Psychological Association, as well as awards for his distinguished contributions to clinical psychology and to community psychology and mental health from divisions of that same organization. He received a distinguished contributions award and a special award in the field of mental retardation from the American Association on Mental Deficiency. Dr. Sarason is the author of 30 books and more than 60 articles. The scope of his work is far-ranging. He has written in such areas as school culture, teacher training, school reform, mental retardation, personality and culture, work, social settings, and aging. Among his books are The culture of the school and the problem of change (1971), Psychology misdirected (1981), The predictable failure of Education: Can we change course before it’s too late? (1990), The case for change: Rethinking the preparation of educators (1993) and Letters to a serious education president (1993). One of his most recent books is School change: The personal development of a point of view (1995).

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