Volume 32, Issue 3 (2003)
Commentary: Implentation, Sustainability, and Scaling Up in School Contexts: Can School Psychology Make the Shift?
Robert C. Pianta
In the context of a broader focus on prevention and school psychology, there is no question that Elias, Zins, Graczyk, and Weissberg (2003) raise key issues in the movement toward a sensible approach to creating school and classroom environments that are responsive to children's developmental needs.As do other articles in this special series, the Elias et al. article argues convincingly for are conceptualization and reorganization of how school psychologists approach supporting children's various needs—and that doing so requires attention to how educational settings are structured and organized, how supports are delivered, and most importantly, the people in these settings who are interacting with children on a day to day basis.
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