Volume 14, Issue 1 (1985)
The Quantitative Growth of School Psychology Programs in the United States
Thomas K. Fagan
The following article is the first in a series of Historical Perspectives to appear twice a year in the Review. The purpose of the series is to draw attention to the development and history of school psychology and to stimulate future research efforts. Articles will relate to significant events, developments, issues and persons during the period 1890 to present. Specific topics have not been set for the entire series and readers are encouraged to contact the Editor regarding their interests.
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